Attention-Deficit Hyperactivity Disorder (Child/Youths/Adult)

1. Attention-Deficit Hyperactivity Disorder

ADHD is a neurodevelopmental disorder that typically appears in early childhood, usually symptoms are observed before the age of twelve. ADHD makes it difficult for children to inhibit their spontaneous responses—responses that can involve everything from movement to speech to attentiveness. The diagnosis of ADHD (attention deficit hyperactivity disorder) can mean a lifelong struggle against debilitating symptoms as adults with the condition often have problems meeting deadlines, keeping appointments, conquering clutter and keeping track of their most valuable items. Help is available so that the individuals can focus better, overcome procrastination, bring order to their chaotic life and stop ADHD from interfering with their personal relationship.

That said, the term “ADD” is still commonly used informally to describe individuals who primarily exhibit symptoms of inattention without significant hyperactivity-impulsivity. These individuals may have difficulty sustaining attention, organizing tasks, following through on instructions, and maintaining focus on tasks that require mental effort. They may appear forgetful, disorganized, and easily distracted. While ADD is not officially recognized as a separate diagnosis, the symptoms associated with it are still considered part of the broader spectrum of ADHD. In clinical practice, individuals who exhibit primarily inattentive symptoms may receive a diagnosis of ADHD, predominantly inattentive presentation.

2. Children, Adolescent and Adult ADHD

As children enter school age (6-12 years), academic difficulties become more pronounced. Poor attention span, inconsistent performance, and organizational struggles may hinder academic progress. Hyperactivity continues to manifest through restlessness, excessive talking, and difficulty remaining seated. Impulsivity contributes to behavioral problems in the classroom, such as defiance or disruptive behavior, further exacerbating academic and social challenges. Peer relationships may suffer due to impulsive or disruptive behaviors, impacting self-esteem and emotional well-being.

Adolescence (12-18 years) introduces a new set of challenges as hormonal changes and increased social demands intersect with ADHD symptoms. Academic challenges persist, compounded by difficulties with time management, long-term planning, and studying. Social difficulties intensify as adolescents navigate peer relationships, often experiencing conflicts stemming from impulsive behaviors or social misinterpretations. The risk for substance abuse, accidents, and risky behaviors escalates, underscoring the importance of early intervention and support during this critical developmental stage.

3. Specific Learning Disorders 

Specific learning disorders (SLDs) are neurodevelopmental conditions that affect a person’s ability to acquire and use academic skills such as reading, writing, and math, despite normal intelligence and access to education. These disorders impact how individuals process information, making certain tasks challenging. Here are some common types:

1. Dyslexia: Affects reading skills. Individuals have difficulty with word recognition, spelling, and decoding despite normal intelligence. Common signs include trouble reading fluently, difficulty with comprehension, and reversing letters or words.

2. Dysgraphia: Impacts writing skills. People with dysgraphia may have trouble forming letters, spacing words, writing coherently, and organizing their thoughts on paper. Handwriting can be slow and illegible.

3. Dyscalculia: Affects math skills. Individuals struggle with number sense, memorizing math facts, and performing calculations. They may also have difficulty understanding mathematical concepts like time, money, or spatial relationships. 

These disorders often co-occur and require specialized teaching strategies and accommodations to help individuals succeed academically.

4. Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects communication, social interaction, and behavior. Individuals with ASD may display traits such as difficulty with social cues, repetitive behaviors, or sensory sensitivities, which can vary widely from person to person.

For parents, educators, or individuals noticing these signs, an assessment is a crucial step toward understanding. Early and accurate diagnosis provides clarity, enabling access to tailored support, therapies, and resources that foster growth and independence.

ASD Assessment Process:

• Initial Consultation/Interview: A discussion to understand concerns and gather history.
• Behavioral Observation: Structured activities to identify ASD traits.
• Standardized Testing: Evidence-based tools like IQ Testing or Autism Observation Tools.
• Feedback & Recommendations: Clear results with actionable steps and resources to support the individual in academic/occupational and social settings.

5. Psychological Assessment Procedures

1. • Initial Screening: The assessment may begin with a preliminary screening to gather information about the individual’s symptoms, medical history, and any relevant psychosocial factors. This may involve self-report questionnaires, interviews, and input from family members or other close contacts.

• • Clinical Interview: A thorough clinical interview is conducted to explore the individual’s symptoms, developmental history, academic/work functioning, and current challenges. The clinician may inquire about symptoms of inattention, hyperactivity, impulsivity, and associated difficulties in various life domains.

• • Behavioral Observation: The clinician may observe the individual’s behavior during the assessment process to identify any signs of hyperactivity, impulsivity, or inattention.

• • Psychological Testing: Depending on the clinician’s judgment, psychological testing may be administered to assess cognitive functioning, attentional abilities, executive functioning, and emotional functioning. This may include tests such as WISC-V, WIAT-III, Continuous Performance Tests (CPT) and psychometric tools for objective testing.

• • Collateral Information: Information may be obtained from collateral sources, such as family members, partners, or previous school/work records, to gain additional insight into the individual’s functioning and history.

• • Diagnostic Criteria: The clinician will compare the individual’s symptoms and functioning to the diagnostic criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) for ADHD. Diagnosis typically requires evidence of persistent and impairing symptoms of inattention, hyperactivity, and/or impulsivity that significantly impact daily functioning.

• • Differential Diagnosis: The clinician will consider other possible explanations for the individual’s symptoms, such as mood disorders, anxiety disorders, substance use disorders, or medical conditions, and rule out alternative diagnoses.

• • Feedback and Recommendations: Following the assessment, the clinician will provide feedback to the individual, discuss the assessment findings, and offer recommendations for further evaluation, treatment, and support. This may include referrals for therapy, medication management, academic/work accommodations, and psychoeducation about the condition.

Overall, psychological assessments aim to gather comprehensive information about the individual’s symptoms, functioning, and history to make an accurate diagnosis and develop an appropriate treatment plan tailored to their needs.