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CAMS 2000 Learning Disabilities Attention Deficit/Hyperactivity Disorder
Additional information will be acquired and placed here in the future.
Identify Domain in need of CAMS -
This guide is designed to assist the user in the development of a valid and user friendly Individual Plan for Employment (IPE) utilizing appropriate CAMS for training and in the workplace to maximize the potential of a person with impairments related to SLD/ADHD. It is not designed to give all the answers to those seeking appropriate career choices but to suggest possible solutions to enhance employment outcomes.
It is important to note that not every person with impairments needs cams. When needs are identified, application of the suggested CAMS in this guide do not guarantee success but they can point the way to enhancement of capabilities for employment outcomes.
The functional limitations listed in the guide may not all be applicable to every individual with SLD and/or ADHD. The characteristics of behaviors include those listed in the RSA definition and the DSM IV criteria for diagnosing SLD/ADHD.
The functional limitations and CAMS referenced in this guide are strictly the opinion of the Alabama Department of Rehabilitation Services and not based on case law or legal precedence, but rather on acquired expertise in rehabilitating people with SLD/ADHD.
SECOND STEP -
After choosing the DOMAIN, then choose from the bottom window the accommodation(s).
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SPECIFIC LEARNING DISABILITY -
The Individuals with Disabilities Education Act Amendments of 1997 Public Law 105-17, were signed by the President on June 4, 1997.
Specific Learning Disability is defined as the following:
(A) IN GENERAL- The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
(B) DISORDERS INCLUDED- Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(C) DISORDERS NOT INCLUDED- Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Attention Deficit/Hyperactivity Disorder
A. Either (1) or (2):
(1) Inattention: at least *6* of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities;
(b) often has difficulty sustaining attention in tasks or play activities;
(c) often does not seem to listen to what is being said to him/her;
(d) often does not follow thru on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions);
(e) often has difficulties organizing tasks and activities;
(f) often avoids or strongly dislikes tasks (such as schoolwork orhomework) that require sustained mental effort;
(g) often loses things necessary for tasks or activities (e.g., schoolassignments, pencils, books, tools, or toys);
(h) is often easily distracted by extraneous stimuli;
(i) often forgetful in daily activities.
(2) Hyperactivity-Impulsivity: at least *4* of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:
Hyperactivity:
(a) often fidgets with hands or feet or squirms in seat;
(b) leaves seat in classroom or in other situations in which remainingseated is expected;
(c) often runs about or climbs excessively in situations where it isinappropriate (in adolescents or adults, may be limited to subjective
feelings of restlessness
(d) often has difficulty playing or engaging in leisure activities quietlyImpulsivity:
(e) often blurts out answers to questions before the questions have beencompleted;
(f) often has difficulty waiting in lines or awaiting turn in games or groupsituations.
B. Onset no later than age 7
C. Symptoms must be present in 2 or more situations (e.g., at school, work, and athome).
D. The disturbance causes clinically significant distress or impairment in social,academic, or occupational functioning.
E. Does not occur exclusively during the course of PDD, Schizophrenia or otherPsychotic Disorder, and is not better accounted for by Mood, Anxiety,
Dissociative, or Personality Disorder.
Code based on type:
314.01 ADHD, Combined Type: if both criteria A(1) and (2) are met for past 6
months
314.00 ADHD, Predominantly Inattentive Type if criterion A(1) is met but notcriterion A(2) for the past 6 months.
314.01 ADHD, Predominantly Hyperactive-Impulsive Type: if criterion A(2) is metbut not criterion A(1) for the past 6 months.
314.9 is ADHD Not Otherwise Specified, for other disorders with prominent
symptoms of attention-deficit or hyperactivity-impulsivity that do not
meet criteria above.
American Psychiatric Association.(1994). Diagnostic and Statistical Manual of Mental Disorders 4th ed., Washington, D.C.
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