It has been estimated that at least 3-5% of children in the United States
demonstrate significant symptoms of ADHD. Common symptoms of ADHD
include failure to listen to instructions; difficulty organizing school work; not
finishing chores and homework; difficulty paying attention to details; being bored
easily; fidgeting/squirming in seat; excessive talking; restlessness,
interrupting/intruding on others; and being impulsive. Children with ADHD may
show signs of inattention, hyperactivity/impulsivity, or both. A common myth is
that children with ADHD are unable to focus their attention on most tasks.
However, children with ADHD typically only have problems focusing and
sustaining attention on tasks they aren’t interested in, but are able to focus on
enjoyable activities (e.g., playing games) without difficulty. Therefore, the
diagnosis is often not made until children enter school, at which time symptoms
typically become more obvious.
Neuropsychological testing is considered to be the "gold standard" in the
assessment of attentional disorders such as ADHD. However, psychological
testing can help confirm the presence of significant problems with inattention
and/or hyperactivity/impulsivity related to an attentional disorder (ADHD/ADD)
or other causes. Limited cognitive testing (e.g., computerized and paper-and-
pencil tests) is given in a psychological evaluation, and more extensive cognitive
testing is available within a neuropsychological evaluation (see "Child
Neuropsychological Evaluation" page). Psychological evaluations also include
observation of the child, parent/guardian interview, and questionnaires completed
by parents/guardians and teachers. We then develop specific treatment
recommendations for improving the child’s attention/concentration; reducing
hyperactivity and impulsivity; and improving functioning in various domains (e.g.,
academic performance, social functioning, task completion, etc.). Following the
evaluation, brief re-evaluations can be conducted to determine whether there has
been improvement in areas of difficulty as a result of specific interventions.
demonstrate significant symptoms of ADHD. Common symptoms of ADHD
include failure to listen to instructions; difficulty organizing school work; not
finishing chores and homework; difficulty paying attention to details; being bored
easily; fidgeting/squirming in seat; excessive talking; restlessness,
interrupting/intruding on others; and being impulsive. Children with ADHD may
show signs of inattention, hyperactivity/impulsivity, or both. A common myth is
that children with ADHD are unable to focus their attention on most tasks.
However, children with ADHD typically only have problems focusing and
sustaining attention on tasks they aren’t interested in, but are able to focus on
enjoyable activities (e.g., playing games) without difficulty. Therefore, the
diagnosis is often not made until children enter school, at which time symptoms
typically become more obvious.
Neuropsychological testing is considered to be the "gold standard" in the
assessment of attentional disorders such as ADHD. However, psychological
testing can help confirm the presence of significant problems with inattention
and/or hyperactivity/impulsivity related to an attentional disorder (ADHD/ADD)
or other causes. Limited cognitive testing (e.g., computerized and paper-and-
pencil tests) is given in a psychological evaluation, and more extensive cognitive
testing is available within a neuropsychological evaluation (see "Child
Neuropsychological Evaluation" page). Psychological evaluations also include
observation of the child, parent/guardian interview, and questionnaires completed
by parents/guardians and teachers. We then develop specific treatment
recommendations for improving the child’s attention/concentration; reducing
hyperactivity and impulsivity; and improving functioning in various domains (e.g.,
academic performance, social functioning, task completion, etc.). Following the
evaluation, brief re-evaluations can be conducted to determine whether there has
been improvement in areas of difficulty as a result of specific interventions.
| ADD/ADHD EVALUATION (PSYCHOLOGICAL EVALUATION) |
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