ADHD+ Project - Stanford University Ventures Program

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ADHD+ is an Interactive, Informative and Diagnostic Assistant System for Attention Deficit / Hyper activity Disorder through several platforms.

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ADHD+ Project - Stanford University Ventures Program

  1. 1. ADHD+ Interactive, Informative and Diagnostic Assistant System for Attention Deficit / Hyper activity Disorder Ladan Jalali ( Occupational Therapist, M.Sc. Bio-Informatics - Biomedical Engineering ) Esfandiar Khaleghi ( M.Eng. Biomedical Engineering, Student of Bioengineering and Bio-design Innovation ) FOUNDER CO-FOUNDER ADHD+  Project  
  2. 2. WHAT ! IS ADHD? Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.
  3. 3. WHAT ! IS ADHD+? Interactive, Informative Diagnostic Assistant System ADHD+ is an Interactive, Informative and Diagnostic Assistant System for Attention Deficit / Hyper activity Disorder through several platforms. As the first stage, we are working on HTML5 web-format and Android App. http://www.ADHD.ir  
  4. 4. OUR
 CUSTOMERS THE PSYCHOLOGISTS. We categorized our customers in two different segments. §  The Patients. (Kids who has some symptoms of ADHD seen by their teachers or parents.) §  The Parents. §  The Teachers at schools. §  The Medical authorities. (Psychologists and ADHD/ADD Clinics) THE PATIENTS THE PARENTS DIRECT INDIRECT
  5. 5. ADHD+! VALUE PROPOSITION Our system would be divided in three segments. •  Informative Section: To provide wide ranges of information about ADHD/ADD, Symptoms, Treatments and etc. •  Diagnostic Section: To examine and diagnose whether he/she has the ADHD or ADD through the system by answering some test which has to be done by themselves and observers (Friends, Parents, Schools). System can find whether the patient has ADHD and even the type of it. •  Referral Section: The patient can find the nearest medical center which offers ADHD/ADD treatments and etc.
  6. 6. CUSTOMERS’
 PROBLEMS Our Customers' Problems Based on our interviews, we realized the main concern of our customers, especially the parents and teachers at school is finding whether their kids or students has ADHD or not, because it’s really important to they diagnosed as soon as possible and before 8 years old. On the other hand, as far as they are active, they have several activities which is hard for their parents or teachers to realise whether they have ADHD or not. On the other hand, psychologists and ADHD centres should arrange an appointment for each student to see whether he/she has ADHD or not whereas they can be diagnosed by some tests which is hard for the parents and teachers to understand them. DO OUR CUSTOMERS HAVE THE PROBLEM THAT WE THINK THEY DO?
  7. 7. CUSTOMERS’
 SOLUTIONS So, they search a lot on internet (or local libraries) for the ADHD/ADD offline tests which are so time-consuming and hard to summarise whether their child or students has ADHD or not, because theses tests are written by Psychologists for the Psychologists and the people who are not familiar with the medical terms, would usually be confused and would finally decided to book an appointment in their nearest medical centres for the test. So, not only the spend lots of time for their research which is really time consuming, they usually should pay a 20 min appointment in medical centres which is around $75-100 (+fuel and their worth of time). HOW ARE THEY CURRENTLY SOLVING IT AND HOW MUCH DO THEY PAY FOR THAT SOLUTION?
  8. 8. CUSTOMERS’
 OBSERVATIONS 
 ON ADHD+ Then, when we shows our pilot system to them that was a WOW for them as far as the Teachers could easily help their students to do the test and system showed whether they have ADHD symptoms or not and even, it can mention the type of ADHD as well. The parents were also, so keen for the final version of our system to examine their child. Psychologists, were so positive about the system as it could help them to ask their patients to do the test at home before their first session with them. Although, they asked us to declare that the people should be seen by a professional psychologist and they should not rely on these kind of tests only. ARE THEY INTERESTED IN OUR SOLUTION?
  9. 9. CUSTOMERS’
 OBSERVATIONS 
 ON ADHD+ They are happy to pay for this system. Parents are likely interested to pay for each test and requested to have a free trial test in advance for the pro paid test. Teachers are interested in yearly reduced rate subscription based on the size of their school. Psychologists are looking for partnership subscription which we recommend them if the use diagnosed for ADHD. ARE THEY WILLING TO PAY US FOR IT?
  10. 10. THEIR OTHER
 CONCERNS They suggested various interesting ideas such as entertaining test system to kids can directly run the test without any observers. Psychologists, are also looking for ADHD+ consoles to can be located in their waiting rooms and the patients can use and run the test prior to their appointment. They asked us to make a portal for their patients and send the patients results directly to their Psychologists to can monitor the treatment. Although, these are fantastic ideas, but we gonna put them in our 2nd phase of our program to can focus more on our goal. But the system are going to run on various LCD sizes which can be run on any console, so, medical centres can use this system on their computers. IS THERE A DIFFERENT PROBLEM THAT THEY ARE MUCH MORE INTERESTED IN HAVING US SOLVE FOR THEM?
  11. 11. MARKET SIZE As US academic researches show, It is estimated that between 3 and 5 percent of children have ADHD, or approximately 3 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD. The American Psychiatric Association states, (as of 2007), parents of 2.7 million youth ages 4-17 years (66.3% of those with a current diagnosis) report that their child was receiving medication treatment for the disorder. ADHD Patients: 2.7 M ADHD (Under-Treatment): 2.7 M FIRST YEAR APP. USER: 300.000 USER (TRIAL) APP. USER: 100.000 USERS (PAID) APP PRICE: FREE (Google Play, App Market, Web) PREDICTION: SUBSCRIPTION: PARENTS ($5.00 PER TEST) $500,000 FIRST YEAR (100.000 USERS) SCHOOLS ($300 PER 100 STUDENTS) TWO YEARS (PHASE II > PORTAL & PARTNERSHIP): $5.000.000 (1.000.000 USERS)
  12. 12. TARGET
 CUSTOMERS THE PSYCHOLOGISTS. We categorized our customers in two different segments. §  The Patients. (Kids who has some symptoms of ADHD which has been observed by their teachers or parents.) §  The Parents. §  The Teachers at schools. §  The Medical authorities. (Psychologists and ADHD/ ADD Clinics) THE PATIENTS THE PARENTS DIRECT INDIRECT
  13. 13. BUSINESS MODEL
 CHANGE Not a significant change, except, our system are going to be re-designed in flexible coding style to can be run in various LCD sizes to be suitable for Clinical Self-Service Desks.
  14. 14. RESULTS /ADHD THROUGH YEARS

  15. 15. RESULTS
 /ADHD DIAGNOSIS STATE-BASED PREVALENCE DATA OF ADHD DIAGNOSIS (2007-2008) As of 2007, parents of 2.7 million youth ages 4-17 years (66.3% of those with a current diagnosis) report that their child was receiving medication treatment for the disorder. Rates of medication treatment for ADHD varied by age and sex; children aged 11-17 years of age were more likely than those 4-10 years of age to take medication, and boys are 2.8 times more likely to take medication than girls. In 2007, geographic variability in the percent of children taking medication for ADHD ranged from a low of 1.2% in Nevada to a high of 9.4% in North Carolina. In 2003, geographic variability in prevalence of medication treatment ranged from a low of 2.1% in California to a high of 6.5% in Arkansas.
  16. 16. RESULTS
 /ADHD TREATMENTS STATE-BASED PREVALENCE DATA OF ALL CHILDREN RECEIVING ADHD MEDICATION TREATMENT (2007 - 2008)
  17. 17. RESULTS
 /ADHD DIAGNOSIS
 & TREATMENTS STATE-BASED PREVALENCE DATA OF CHILDREN WITH A CURRENT ADHD DIAGNOSIS RECEIVING MEDICATION TREATMENT (2007-2008)
  18. 18. RESULTS
 /ADHD DIAGNOSIS DIAGNOSED ATTENTION DEFICIT HYPERACTIVITY DISORDER AND LEARNING DISABILITY: (UNITED STATES, 2004-2006) About 5% of children had ADHD without Learning Disability (LD), 5% had LD without ADHD, and 4% had both conditions. Children 12-17 years of age were more likely than children 6-11 years of age to have each of the diagnoses. Hispanic children were less likely than non-Hispanic white and non-Hispanic black children to have ADHD (with and without LD). Children with Medicaid were more likely than uninsured children or privately insured children to have each of the diagnoses. Children with each of the diagnoses were more likely than children with neither ADHD nor LD to have other chronic health conditions. Children with ADHD (with and without LD) were more likely than children without ADHD to have contact with a mental health professional, use prescription medication, and have frequent health care visits.
  19. 19. WHAT
 WE LEARNED When properly treated, children and adolescents with ADHD can lead very normal and productive lives. In fact, many traits found in individuals with ADHD can help them to become very successful later in life. It should be noted that a loving, supportive and consistent environment is essential for the positive growth and develop of all children and especially those with ADHD or other learning disabilities. People with ADHD tend to have average or above average intelligence. They are often very creative and usually have a high energy level. These individuals also are frequently very sensitive and highly affectionate. In the last few years, it has become more likely for adults to be diagnosed with ADHD and start on medication. These may be individuals who were not properly identified when they were children. In other cases, adults have learned to compensate for their disorder and become very successful individuals. In fact, some may "over c o m p e n s a t e " a n d b e c o m e extraordinarily successful. Parents can benefit greatly by participating in a support group along with other parents of ADHD kids.  Parents should refer to nationally recognized Support Organizations and trusted Professional Associations for reliable information and effective support.
  20. 20. WHAT
 WE LEARNED : DIAGNOSIS Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a TV show, or may run around completely out of control. But because children mature at different rates and are very different in personality, temperament, and energy levels, it's useful to get an expert's opinion of whether the behavior is appropriate for the child's age. Parents can ask their child's pediatrician, or a child psychologist or psychiatrist, to assess whether their toddler has an attention deficit hyperactivity disorder or is, more likely at this age, just immature or unusually exuberant. ADHD may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that ADHD tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist. Because teachers work with many children, they come to know how "average" children behave in learning situations that require attention and self- control. However, teachers sometimes fail to notice the needs of children who may be more inattentive and passive yet who are quiet and cooperative, such as those with the predominantly inattentive form of ADHD. Ideally, the diagnosis should be made by a professional in your area with training in ADHD or in the diagnosis of mental disorders. Child psychiatrists and psychologists, developmental/behavioral pediatricians, or behavioral neurologists are those most often trained in differential diagnosis.
  21. 21. WHAT
 WE LEARNED : DIAGNOSIS The first task of the professional conducting the evaluation is to gather information that will rule out other possible reasons for the child's behavior. Among possible causes of ADHD-like behavior are the following: A sudden change in the child's life— the death of a parent or grandparent; parents' divorce; a parent's job loss , Undetected seizures, such as in petit mal or temporal lobe seizures , A middle ear infection that causes intermittent hearing problems , Medical disorders that may affect brain functioning , Underachievement caused by learning disability and Anxiety or depression. Ideally, in ruling out other causes, the specialist checks the child's school and medical records. There may be a school record of hearing or vision problems, since most schools automatically screen for these. The specialist tries to determine whether the home and classroom environments are unusually stressful or chaotic, and how the child's parents and teachers deal with the child. The specialist interviews the child's teachers and parents, and may contact other people who know the child well, such as coaches or baby-sitters. Parents are asked to describe their child's behavior in a variety of situations. They may also fill out a rating scale to indicate how severe and frequent the behaviors seem to be. In most cases, the child will be evaluated for social adjustment and mental health. Tests of intelligence and learning achievement may be given to see if the child has a learning disability and whether the disability is in one or more subjects.
  22. 22. WHAT
 WE LEARNED : DIAGNOSIS In looking at the results of these various sources of information, the specialist pays special attention to the child's behavior during situations that are the most demanding of self-control, as well as noisy or unstructured situations such as parties, or during tasks that require sustained attention, like reading, working math problems, or playing a board game. Behavior during free play or while getting individual attention is given less importance in the evaluation. In such situations, most children with ADHD are able to control their behavior and perform better than in more restrictive situations. In most cases, the child will be evaluated for social adjustment and mental health. Tests of intelligence and learning achievement may be given to see if the child has a learning disability and whether the disability is in one or more subjects. In looking at the results of these various sources of information, the specialist pays special attention to the child's behavior during situations that are the most demanding of self-control, as well as noisy or unstructured situations such as parties, or during tasks that require sustained attention, like reading, working math problems, or playing a board game. Behavior during free play or while getting individual attention is given less importance in the evaluation. In such situations, most children with ADHD are able to control their behavior and perform better than in more restrictive situations.
  23. 23. WHAT
 WE LEARNED : DIAGNOSIS / ACCOMPANY TO ADHD A correct diagnosis often resolves confusion about the reasons for the child's problems that lets parents and child move forward in their lives with more accurate information on what is wrong and what can be done to help. Once the disorder is diagnosed, the child and family can begin to receive whatever combination of educational, medical, and emotional help they need. This may include providing recommendations to school staff, seeking out a more appropriate classroom setting, selecting the right medication, and helping parents to manage their child's behavior. Some disorder which may accompany to ADHD that we should work on in our system for having more accurate test, but to be honest, these disorders can really accompany with ADHD even when they bee seen by Drs.
  24. 24. WHAT WE LEARNED : DIAGNOSIS
 /ACCOMPANY TO ADHD LEARNING DISABILITIES CONDUCT DISORDER TOUETTER SYNDROME ANXIETY AND DEPRESSION BIPOLAR DISORDER OPPOSITIONAL DEFIANT DISORDER A correct diagnosis often resolves confusion about the reasons for the child's problems that lets parents and child move forward in their lives with more accurate information on what is wrong and what can be done to help. Once the disorder is diagnosed, the child and family can begin to receive whatever combination of educational, medical, and emotional help they need. This may include providing recommendations to school staff, seeking out a more appropriate classroom setting, selecting the right medication, and helping parents to manage their child's behavior. Some disorder which may accompany to ADHD that we should work on in our system for having more accurate test, but to be honest, these disorders can really accompany with ADHD even when they bee seen by Drs.
  25. 25. SUMMERIZING
 SYSTEM OPTIMIZATION ü  Making different user interface for different users, ü  Providing an access for the patent family physiologist to access the patient test. ü  Connecting teachers with specialist in case the student diagnosed by having ADHD through our system ü  Working on some disorders, which may accompany by our system as ADHD. ü  Make it more interactive and joyable for both parents and patients. ü  Further interviews on regular base with above interviews to optimize the system better and better. ü  And some, which we predicted its importance that developers team are working hard to making it happen.
  26. 26. ADHD+ Interactive, Informative and Diagnostic Assistant System for Attention Deficit / Hyper activity Disorder VISIT US PROJECT http://www.ADHD.ir
  27. 27. THANKS ! FOR YOUR! ATTENTION.! www.adhd.ir/test By Esfandiar Khaleghi. http://www.esfandiar.co

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