Seniors Benefit from Use of Computers

Add comment June 22nd, 2009

If you grew up with manual typewriters, actual encyclopedias and record albums, you remember the days before computers.  There was no Internet, no Google, no email.  I still remember getting my first computer in the late 1980’s.  I opened the boxes, set it up and then stared at it. I didn’t know how to turn it on, let alone use it.  Today, I cannot imagine living without my computer–it’s a tool I use daily to stay in touch with family and friends, find information needed for work and leisure, to pay my bills keep my checkbook balanced.  Despite growing up in the days before computers became a household mainstay, the “Baby Boomer Seniors” seem to have made a smooth transition from the typewriter ribbon to the Laser jet printer.  My mom and dad are always on their computer, whether it because they are playing “Free Cell” or checking up on me via “Facebook.”  Not surprisingly, though, there remain many seniors who have not used a computer or who are fearful of taking the leap into this world of electronics.  I assure them it’s never too late to learn a few new skills!

Seniors using computers can build dexterity by using the keyboard, mouse and other peripherals that come with today’s gaming systems.  Whether it’s looking for information through a search engine or reading the local paper on-line, computer use gives their eyes a work out through all that scanning of the information displayed on the monitor.  Learning new skills and putting those skills to use may help keep memory alive and well. Communicating with loved ones–or, even finding those long lost classmates–can bring joy to anyone’s day.  For those that are house-bound, the computer can bring the world to the home.

Seniors don’t need to know how a computer actually “works;” they just need to know how to use this invaluable tool to their advantage.   Don’t let a lack of knowledge scare you away from computer use; there are plenty of classes, over-sized monitors and even large-print books that can help you navigate this strange, new world.  If my 85 year old aunt can send email, so can you!

Diagnosing ADHD

Add comment June 18th, 2009

In my last blog, I concluded that “ADHD is a debilitating disorder causing trouble for the child, the parents, and the teachers.”  I also promised to address the issue of how ADHD is diagnosed.  To make a formal diagnosis of a mental disorder in the USA, the Diagnostic and Statistical Manual of Mental Disorders, IV (DSM IV) is the most often used standard in diagnosing.  It is published by the American Psychiatric Association and groups symptoms under certain labels that we call a diagnosis.  In the medical field, you might go to the doctor with a stomach ache and the doctor tells you that you have appendicitis.  “Appendicitis” is the diagnosis.

In the DSM there are 3 types of ADHD:

·         ADHD, Inattentive Type

·         ADHD, Hyperactive/Impulsive type

·         ADHD, Combined Type

Whenever diagnosing children, it is important to keep their developmental stage in mind.  Behaviors that are “normal” for one developmental stage may not be “normal” for another.  According to the DSM, in order to have ADHD, Inattentive Type, the child must have at least six of the following: 1) often fails to give close attention to details or makes careless mistakes in schoolwork; 2) has difficulty sustaining attention in tasks or play activities; 3) often does not seem to listen when spoken to directly; 4)Often does not follow through on instructions and fails to finish things; 5) has difficulty organizing tasks and activities; 6)avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort;  7) often losing things; is easily distracted; 9) is forgetful  during daily activities.

Besides having six of the nine symptoms listed above, these behaviors must cause impairment in the child’s daily functioning and be present in two or more environments.  For example, a child who displays the above symptoms at school but not in other environments would not be diagnosed with ADHD.  The assumption being that since ADHD is a brain based disorder, if present, it should manifest in most or all of the child’s environments.   If it only manifests in one environment then there is probably something particular to that environment that needs to be adjusted as opposed to diagnosing (and medicating) a child with ADHD.

We will look at the other two forms of ADHD in my next blog.