The official title for attention disorders is Attention-Deficit/Hyperactivity Disorder, but this diagnosis also covers the types of ADHD that do not include hyperactivity (what people sometimes call “ADD”).
An ADHD evaluation needs to do two things: 1) determine whether attention concerns are problematic enough to make a diagnosis, and 2) determine whether the attention problems are caused by ADHD or by something else (such as depression, anxiety, or another type of concern). Therefore, even when the only question for an evaluation is about whether the person has ADHD, the evaluator will need to screen for other types of concerns.
An ADHD Evaluation does NOT measure learning skills, information processing, or other academic concerns in depth. But, the evaluation will screen for other types of concerns, and if there are other issues identified, the evaluator will recommend additional evaluation.
If the person does have ADHD, the feedback discussion helps the person (or parents, in the case of a child’s evaluation) understand a range of options for getting help, and the potential benefits and risks of these possibilities. The client will also be provided with recommendations and resources for people with ADHD, and ways to identify the types of support that the person needs.
People of all ages when there are concerns regarding any or all of the following:
- Difficulty concentrating
- Variable attention or a tendency to focus on the wrong things (for example, the sounds being made outside the window instead of what someone is saying to you)
- Feelings of restlessness, difficulty sitting still, or a tendency to fidget a lot
- Difficulties with organization, time management, finishing tasks that you started, unpredictable motivation, or getting started on tasks that you need to complete.
- An initial interview to gather information about the concerns that led to the evaluation, as well as information about the person’s early life and medical concerns.
- When the testing is for a young person, the interview is typically conducted with parents; it is conducted with the person themself when the testing is for an adult.
- Direct testing of attention.
- Behavioral questionnaires for the person being evaluated and also for others who interact with the person being evaluated (for example, parents, teachers, friends, spouses).
- A detailed feedback session: provides results, diagnosis (if there is any), and recommendations/resources.
- A written report: documents the evaluation results and provides the information needed if the person would like medical treatment or other services that require documentation (for example, textbook audiobook services may require evidence of a diagnosis).
“The pediatrician prescribed ADHD medication, but I want some testing to make sure that my child has ADHD before she takes the medicine.”
- “I have trouble concentrating at work, and other people seem to be able to get more done during the day than I do.”
- “I was diagnosed with ADHD by my pediatrician when I was little, but I don’t know if that was the right diagnosis or if the symptoms are affecting me now.”
- “I never had trouble in school before, but I’m not sure it was ever very challenging. Now I’m in college, I’m really struggling to pay attention in class or to get my assignments done.”
- “My child seems to always do things at the last minute, and that seems to cause a lot of anxiety. I’m wondering if it’s an attention issue or just a lack of interest in school.”
- “I am struggling at college – it seems like I’m not doing very well without structure or a predictable schedule, and sometimes I can’t follow the textbook information that I’m supposed to read between classes.”
There are multiple reasons that a person might choose a Diagnostic ADHD Evaluation instead of a Comprehensive Evaluation:
- If there are no concerns about learning disorders or social-emotional functioning, this type of evaluation may be sufficient for identifying treatment options.
- If just a few accommodations are needed at school or at work, this type of evaluation is shorter and less expensive. (If more extensive accommodations are needed, or accommodations for standardized test such as the SAT/ACT are needed, a Comprehensive Evaluation is recommended.)
- Insurance often covers this type of focused evaluation, and does not cover all of the elements of a Comprehensive Evaluation.
Overall cost: $1200
Private Pay: If you are paying directly for the evaluation (you are not using insurance), you will pay $400 at the initial intake session, and $800 at the second testing session.
Insurance: This type of evaluation is sometimes covered by insurance. We will check with your insurance directly to determine whether this service is covered, and will bill your insurance directly for the evaluation if it is covered. You will be responsible for payments that are required by insurance (for example, deductible, co-pay, or co-insurance).