Child ADHD Assessments
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder (difference) that affects one’s ability to regulate their attention, physical activity, and emotions. ADHD can make it difficult to stay still and pay attention to, or focus on, tasks. Someone with ADHD may struggle to regulate their impulses (act without thinking) and complete tasks. Skills that come easily to someone, else such as being organized and controlling your emotions can be more difficult with ADHD. Individuals with ADHD can also experience significant differences in executive functions. Executive functions include time management, planning, organizing physical spaces and mental thoughts, task initiation, self-monitoring, impulse control, working memory, and cognitive flexibility. Differences in executive functioning skills can often appear behavioural in nature to those that are unfamiliar with ADHD. ADHD can affect children’s schoolwork and relationships with other people without the right support. Remember, “kids do well if they can” – Ross Green.
The symptoms and presentation of ADHD can vary widely, based on age, gender, and environment. An ADHD evaluation can be included with a psychoeducational assessment if there are co-existing learning concerns present or be completed separately if no learning concerns exist. An ADHD evaluation includes a comprehensive report containing background information, current functioning, evaluation of attention, concentration and executive functioning and recommendations on appropriate accommodations, resources and supports.
Adult ADHD Assessments
Can adults be assessed and diagnosed with ADHD? YES! Frequently, adults seek an evaluation for ADHD at the suggestion of their partner, friends, other professionals, or after their own child receives a diagnosis. Studies show that if your child has ADHD there is a 50% likelihood they have a parent with ADHD too. ADHD in adults shares some symptoms of ADHD in childhood, such as inattention and/or impulsivity, but there are many differences too. ADHD in adults is characterized by a persistent pattern of verbal impulsivity (excessive speech and lack of inhibition around others), cognitive impulsivity (impulsive decision-making), and emotional impulsivity (difficulty self-regulating strong emotions) that interferes with and impacts work, home life, and relationships. Adults with ADHD also experience differences with metacognitive functions such as self-awareness, working memory, and self-motivation. Unlike children, adults have fully developed brains, and may have established coping mechanisms which can mask their differences. Some symptoms also manifest differently in adulthood, for example, hyperactivity declines markedly with age. By adulthood, hyperactivity is often experienced as an internal, subjective feeling of restlessness and a constant need to be busy. Although many adults have been able to modify some aspects of their environments in order to function, this may require a significant amount of time, effort, and energy to maintain and can lead to feelings of burnout.
Many people struggle to understand that they (or their family members) are not choosing to engage in certain behaviours; ADHD is a significant neurobiological difference in how their brain functions. It is not a matter of choice for these individuals. It’s also not a lack of intelligence or knowledge, rather ADHD is described as a disorder (difference) of performance and regulation. Although individuals know how to complete these tasks, actually doing them can be extremely difficult. These differences, if not supported or understood by self or others, can lead to issues with self-esteem, anxiety, depression, and relationship difficulties.
