Psycho-Educational and ADHD Evaluations
What is ADHD?
Attention-Deficit/Hyperactivity Disorder (ADHD) refers to difficulty controlling a group of neurological functions referred to collectively as the executive functions. This group of brain activity is responsible for controlling our ability to focus on a specific task, organize thoughts and our environment, and effectively use working or short-term memory. When our brains do not effectively control these executive functions, it can be difficult to lead safe, healthy, and productive lives at any age. Children with ADHD often struggle in school, and adults can have difficulty maintaining jobs and/or relationships. ADHD sufferers often display behaviors like impulsivity, hyperactivity, or inattention. Current diagnostic guidelines outline three types of ADHD: predominantly inattentive; predominantly hyperactive-impulsive; and combined presentation.
What Kind of Testing is Involved?
Because the signs and symptoms of ADHD have a high level of comorbidity with other disorders, we require patients receive a full psycho-educational evaluation in addition to the ADHD assessment. In order to ensure accurate academic eligibility, we use testing components that include:
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Clinical interviews
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Rating scales
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Achievement testing
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Cognitive evaluation
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Observation
In addition to our own assessments, we ask that parents provide us with any additional medical history, reports from education professionals, and/or past reviews from school counselors.
Who Should be Evaluated?
While many patients seek ADHD diagnosis for their children, this disorder can affect patients at any age. Before seeking more answers regarding ADHD, we encourage patients to review the following symptoms:
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Difficulty maintaining attention or impaired concentration and performance across settings (school, work, social, and home).
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Difficulty or inability to pay careful attention to details especially when a task is not particularly interesting or is mentally taxing.
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Hyperactivity which can be expressed by fidgeting, moving, or talking constantly, and patients are frequently described as seeming to be constantly in motion as if driven by a motor.
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Difficulty or inability to control impulses which may be expressed by frequently interrupting others, struggling to follow through with commitments, and anger management issues.
It’s also important to understand that most people experience these behaviors or symptoms at some level. This does not necessarily ADHD is the cause; furthermore, many other disorders have core symptoms that can mimic ADHD. Patients who struggle with ADHD-type symptoms may also be experiencing a number of other conditions including autism spectrum disorder and certain learning disabilities.
ADHD Eligibility vs. ADHD Diagnosis
Parents are often surprised to learn that a medical diagnosis of ADHD or other disorders does not automatically entitle a student to special education services under the Individuals with Disabilities Education Act (IDEA). Eligibility for special education services is based, rather, on an educational determination of a disability, which includes meeting not just the criteria for a specific disability (such as ADHD), but also finding that a student is in need of special services. To meet eligibility, the student's disability must impact their ability to learn or participate in school. Understanding the differences between a medical diagnosis and an educational determination of eligibility for special education services can help you become a better advocate for your child.
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The difference between a “diagnosis” and a “eligibility” can be hard to understand. These words often get mixed up. An easy way to remember the difference is:
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Doctors give a diagnosis and handle all potential recommended medications.
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Using psycho-educational testing, Educational Diagnosticians can determine the educational impacts of ADHD potentially affecting the student's learning.
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The diagnostician's evaluation report will provide the school ARD Committee with the student's eligibility criteria and help determine eligibility for special education or 504 services.
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