ADHD+ is an interactive, informative and diagnostic assistant system for Attention Deficit/Hyperactivity Disorder (ADHD) created by Ladan Jalali and Esfandiar Khaleghi. It provides information about ADHD, allows users to take diagnostic tests, and refers users to nearby medical centers. The system's customers include patients, parents, teachers, and medical professionals. It aims to help diagnose ADHD more easily and at a lower cost than visiting a specialist.

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 Biodesign Innovation )
FOUNDER
CO-FOUNDER
OPPORTUNITY
ANALYSIS
PROJECT
(OAP)

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. 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. OUR
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

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:
Which is the most important part of our system. 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.
Based on the above issues, we’ve arranged some interviews with
28 people who are categorized in three sections as follow.

6. INTERVIEW
SEGMENTS
THE PSYCHOLOGISTS.
We categorized our interviews in three different
segments.
§ The patients.
§ The people who are in touch with patients.
§ The medical authorities.
THE PATIENTS
THE PARENTS

7. 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?

8. 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?

9. 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?

10. 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?

11. 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?

12. 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)

13. 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

14. 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.

15. RESULTS
/ADHD THROUGH YEARS

16. 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.

17. RESULTS
/ADHD TREATMENTS
STATE-BASED PREVALENCE DATA OF ALL CHILDREN RECEIVING
ADHD MEDICATION TREATMENT (2007 - 2008)

18. RESULTS
/ADHD DIAGNOSIS
& TREATMENTS
STATE-BASED PREVALENCE DATA OF CHILDREN WITH A CURRENT
ADHD DIAGNOSIS RECEIVING MEDICATION TREATMENT (2007-2008)

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. ADHD+IR
Interactive, Informative and
Diagnostic Assistant System
for Attention Deficit / Hyper
activity Disorder
VISIT US
PROJECT
http://www.ADHD.ir

28. THANKS !
FOR YOUR!
ATTENTION.!
www.adhd.ir/en
By Esfandiar Khaleghi.
http://www.esfandiar.co