How do I get tested for ADHD?
Rebecca* is a 10-year-old middle school student who has always had a hard time sitting still in class. However, because she is very bright, works hard, and displays no behavioral challenges within the classroom, the teachers have never reported concerns.
Now in 5th grade, all of this has changed. She is finding it increasingly difficult to sit still and reports feeling more and more distracted. She misses much of what teachers say because she is lost in her own thoughts and daydreaming.
Over time, Rebecca has become more and more frustrated, even angry. Her grades are in decline and she is no longer willing to do her homework, even when her father tries to help her. She gets down on herself, refers to herself as “stupid,” and spends less time with her friends.
In short, her struggles with attention are affecting all aspects of her life. She is having trouble at school, socially, and at home, where there is more arguing than ever before. Rebecca is not alone.
Many of the students I work with have attention challenges.
As a diagnostician of problems with learning and emotions for over 20 years, perhaps the most common concern I hear from parents is that their child is having difficulty concentrating in school.
Parents know their child is bright and capable. As such, these problems can feel bewildering. They say things like, “If he would only try harder,” or “there is a ‘disconnect’ between her skills and her actual performance.”
They have taken their child to parks to run around to release excess energy, they’ve tried dietary and sleep modifications; they feel as though “nothing is working.”
Many of these parents suspect their child has ADHD, but don’t know what to do about it.
What they do know is that their child’s grades are in decline. And, in many cases, so is their self-esteem.
This may have been going on for years, and the parents feel increasingly helpless and overwhelmed.
WHAT IS ADHD?
Attention-deficit/hyperactivity disorder (ADHD) is defined as an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
Key features include:
Inattention: Difficulty staying on task, sustaining focus, not becoming distracted, becoming easily ‘bored,’ etc.
Hyperactivity: The need to move about constantly, including in situations when it is not appropriate or excessively fidgetiness/restlessness.
Impulsivity: When an individual acts without thinking or has difficulty with self-control. This may include the desire for immediate rewards or the inability to delay gratification.
Some people with ADHD mainly have symptoms of inattention. Others mostly have symptoms of hyperactivity-impulsivity. Some have both types.
How to test for ADHD
Rebecca’s parents decided it was time to move forward with a full evaluation.
They went through the typical steps, which are as follows:
Parent Intake: Rebecca’s parents were asked about their current concerns, to track how far back they went, and her early history in relation to school, friendships, mental health, and other areas.
In-person Testing: Dates were set aside for Rebecca to come to my office for one-to-one testing. During that time, we worked together to determine her intelligence levels, whether she was on target academically, and other areas of thinking (memory. language, processing speed). We spent a lot of time talking about her frustrations, and she filled out several rating scales and questionnaires so I could learn more about her underlying mental health.
Parent and Teacher Rating Scales and Questionnaires: Both Rebecca’s parents, as well as two of her teachers, completed their own set of rating scales and questionnaires, which helped provide a nuanced and detailed perspective in terms of how Rebecca’s issues were being seen and playing out in various critical settings.
Feedback to Family: This is the most important part of the process. Rebecca’s parents and I spent a full hour reviewing the test findings. From the data, I was able to clearly articulate her strengths and weaknesses and provide the family with concrete steps to ensure Rebecca was on a far better trajectory than when the process started. Several specific and individualized recommendations were offered to the parents, including in-school accommodations and that she work with an executive functions coach.
Release of Report: The final part of the process involves providing the family with the final, written report. Rebecca’s parents took this document to her school and, with it, secured a 504 Plan, ensuring classroom modifications and other accommodations, such as extended time on tests. The executive functions coach found it very helpful as well.
Another ADHD Diagnosis Success Story!
With answers in hand and a detailed plan in place, Rebecca’s fortunes quickly improved—and dramatically! Within a month, Rebecca saw her grades improve, her study gaps diminish, and her self-esteem skyrocket.
She no longer felt different, alone, unfairly criticized, and misunderstood, with treatment working as designed. She has regained her confidence and feels more hopeful about the months and years ahead. So do her parents!
To book a testing appointment or to speak further about my services, please feel free to contact me at 973-908-4860 or you can fill out our contact form here.
* All client names have been changed