St. Louis Psychologists and Counseling Information and Referral                  

Home                            About Us                         Contact Us                       Website Map















Additional ADHD


Articles of Interest:



ADHD Symptoms

ADHD:What Do We Do?

ADHD:Ritalin a Wonder Drug?

ADHD Diagnosis

ADHD Diagnosis: Page #2

ADHD Developmental Course

ADHD and Disruptive Disorders

ADHD Assessment for Your Child?

 ADHD Assessment Page 2   

Cause of ADHD: Is it biological?

Cause of ADHD: Is it environmental?

ADHD Drugs

ADHD Drugs Page #2

ADHD Drugs and Side Effects

ADHD Drugs: Predictions of Effectiveness

Antidepressants for ADHD?

Antihypertensives for ADHD

ADHD Symptoms: Using Behavioral Management  

10 Things You Can do to Help Your Child With ADHD.  

 Help for Adult ADD/ADHD- The Fundamentals You Need to Know 


Website Map/All Articles 


ADHD Assessment Page 2


ADHD assessment: Cognitive, neuropsychological and other associated tests

adhdADHD assessment does not usually require psychological and cognitive test performance to determine the presence of symptoms. However, ADHD assessment may incorporate some of these tests because of the learning problems frequently associated with this diagnosis. Neuropsychological testing information and/or educational evaluation can be used to supplement the clinicianís evaluation, to provide additional understanding of the child's level of cognitive and attentional abilities, as well as screening for suspected mental retardation or learning disabilities.

ADHD assessment may also utilize measures of activity level, such as stabilometric chairs, wrist actometers and solid-state actigraphs. While these objective measurement devices will provide judgment-free ADHD assessment information, their assessed correlations with behavior ratings by parents and teachers has been inconsistent. At the present time, it is recommended that these measurement devices not be used for diagnosing clinical syndromes.


Several studies have used direct behavior observation to provide information in ADHD assessment, although this practice is not part of a routine clinical evaluation. Several standardized evaluation methods have been used in structured play rounds and in school settings. Structured playroom settings may include counting the number of times a child crosses grids marked on the floor, recording the number of toys touched by the child or the amount of time the child plays with each toy or focuses on a particular task. Typical measurements in a school setting include monitoring the amount of the time that child spends on specific tasks, remains in their seat, and so on and so forth. Observational measurements have been found to enhance the differentiation of ADHD children from non-ADHD children. Their utility in discriminating among different clinical groups (i.e. inattentive/hyperactive) is not quite as clear.

At the current time there are no laboratory tests to indicate whether a child has ADHD. Also, findings from such neuroimaging studies as CT scans and MRIís have not been consistent enough or specific enough to be used in clinical practice.

Many children with ADHD have difficulty and are impaired in their social skills, and frequently experienced difficulties with their peers. Some of the factors that may become important are the level of hyperactivity, the age of onset of aggression, and the developmental level of the child, which all determine the extent of rejection by their peers. Other indications of social impairment may include the amount of times suspended or expelled from school, as well as contacts with the police. Information regarding social adjustment is incredibly important in treatment planning as it may be relatively predictive of poor outcome.

Comprehensive ADHD assessment also involves considering interactions between the child and their parents. These interactions play a role in the maintenance of disruptive behaviors, poor social skills, the presence of internalizing symptoms, and ultimately their response to treatment. Experts have noted that reductions in negative and ineffective parenting also may impact upon the ADHD child even in the school environment. However, these changes seem to be achieved only when relatively significant negative parenting issues have been resolved.

Some information from DSM-IV-TR Mental Disorders Diagnosis, Etiology & Treatment

Additional Information and webpage by Paul Susic  MA Licensed Psychologist   Ph.D. Candidate  (Health and Geriatric Psychologist)

Recommend this Page on Google Plus 

Web Psychtreatment.Com
Mental Health Diagnosis - DSM-IV Diagnosis and Codes: Alphabetical and ADHD Medication Information

Ads by Yahoo/Bing

Ads by Google


Copyright © 1999    [].    All rights reserved.   Revised: September 14, 2013     636-300-9922