Our ADHD Assessment Process
We offer a comprehensive, multi-step process to ensure an accurate ADHD diagnosis. Each assessment is tailored to the individual’s age, needs, and circumstances.
The process begins with an in-depth discussion of developmental history. This involves gathering information from parents using a structured interview to understand ongoing concerns, goals for the assessment, and inform the testing battery.
Direct measures are administered including cognitive, executive functioning, and screening for co-occurring social emotional needs.
We use standardized questionnaires to gather detailed information from multiple perspectives — including parents, teachers, and, in some cases, the individual being assessed.
Our clinicians conduct collateral interviews with educators and/or providers working with the individual to get a fuller understanding of their functioning across settings.
After the evaluation, we meet to review test results, discuss diagnostic conclusions, and walk through tailored recommendations based on testing results. Recommendations cover intervention, academic, community, and home supports.
We provide a comprehensive report that includes test results, diagnosis, and detailed recommendations for managing symptoms.
ADHD can sometimes be missed or misdiagnosed because its symptoms may overlap with anxiety, autism, and learning differences. A student may appear distracted, overwhelmed, emotional, or unmotivated, when there may actually be something deeper going on.
In the podcast episode “Why ADHD, Anxiety & Autism Get Misdiagnosed,” Dr. Jennifer Paz Ryan explains why ADHD can be difficult to identify and how a comprehensive evaluation can help families better understand what their child needs.
ADHD in girls frequently shows up as quiet inattention rather than disruptive or hyperactive behavior, making it easier to miss at school or at home. Many girls are viewed as responsible, well-behaved, and eager to please, while privately working hard to hide or manage their struggles. They may compensate by spending extra time on assignments, relying heavily on reminders or support, or trying to be perfect. Because their challenges are not always outwardly disruptive, they may be mistaken for anxiety, personality differences, or a lack of effort, which can delay a full evaluation.
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Girls with ADHD may appear forgetful, disorganized, distracted, or prone to daydreaming, though these signs can be subtle and may vary from day to day. Parents and teachers may notice strong verbal skills alongside difficulty finishing work, keeping track of belongings, or following multi-step instructions. Emotional sensitivity can also be a sign, including becoming easily frustrated, overwhelmed, or upset. Many girls work very hard to keep up and may develop perfectionistic habits, yet still have inconsistent academic performance, which can feel confusing for the adults supporting them.
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ADHD and anxiety often occur together, and anxiety may develop after a child has struggled for a long time with attention, organization, or social situations. For example, repeatedly forgetting assignments, missing important details, or feeling behind peers can lead to worry, self-doubt, and stress. Some children try to manage this by over-preparing, avoiding difficult tasks, or becoming perfectionistic. When the underlying attention and executive functioning challenges are not identified, anxiety may continue or become more intense over time.
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An evaluation may be helpful if your child has ongoing challenges with attention, organization, emotional regulation, or follow-through, even if their grades seem “fine.” It can also be worth exploring if they spend much longer on homework than peers, become easily overwhelmed, or show a noticeable mismatch between how hard they work and the results they achieve. Some children hold everything together at school but release stress through frustration, tears, or outbursts at home. An early evaluation can offer clarity, reduce guesswork, and help identify supports that fit your child’s needs.
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