Attention-Deficit Hyperactivity Disorder (ADHD) Child and Adult Assessment in Adelaide

Attention Deficit Hyperactivity Disorder (ADHD) Assessment Package

Attention Deficit Hyperactivity Disorder (ADHD) Behavioural Diagnostic Assessment Package

Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder usually first diagnosed in childhood, and often lasting into adulthood. Some children with ADHD may have trouble paying attention, controlling impulsive behaviours (such as acting out without thinking about what the result will be), or be overly active.

Signs and Symptoms

It is quite age-appropriate for young children to have trouble focusing and behaving at one time or another. However, children with ADHD this ability to remain attentive, focus, and behave accordingly to a set of rules or instructions, can be much more difficult, and tends to occur much more frequently and intensely than what would be expected as part of normal, age-appropriate functioning. Often, children with ADHD will exhibit difficulties in more than one social context (e.g., at home, at school, at sport, dance, at the playground, beach, supermarket).

Various behaviours a child with ADHD might exhibit include, but not limited to:

  • Daydreaming (seeming zoned out)
  • Forget or lose things frequently
  • Squirm or fidget frequently when spoken to
  • Excessively talk, with often a fast rate
  • Can make careless mistakes or take unnecessary risks
  • Can have a hard time resisting temptation to do certain things
  • Has trouble taking turns, or waiting for their turn
  • Can have difficulty getting along with others
  • Can appear to not listen, or take in information
  • Has difficulty finishing school work, or within time limits
  • May have explosive “temper tantrums” or anger outbursts
  • Restlessness
  • Impulsivity (e.g., interrupts others when they are talking, speaks at inappropriate times

Will the Assessment provide Diagnostic Clarity?

When properly diagnosed and treated, ADHD can be well managed, leading to increased satisfaction in life and significant improvements in daily functioning. Many individuals with ADHD lead highly successful and happy lives. An accurate diagnosis is the first step in learning to effectively manage ADHD.

Assessments used in the Attention Deficit Hyperactivity Disorder Diagnostic Package

The tests used in the Attention Deficit Hyperactivity Disorder Assessment Package  includes:

A comprehensive parent interview

A comprehensive, standardised and structured interview will be used for assessing children and adolescents suspected of having an Attention Deficit Hyperactivity Disorder.

The Conners 3rd Edition (Conners 3)  

The Conners-3 assessment is designed to thoroughly assess for symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children and adolescents aged between 6 and 18 years (Conners, 2012). There are three versions of the assessment: 1) parent version; 2) teacher version; and 3) self-report version. The parent and teacher version obtain observations of child behaviour conducted by parents and teachers. Used in combination, the two versions provide a more complete picture of the child’s behaviour: behaviour at home and behaviour at school. The Conner’s has been demonstrated to be a valid measure of ADHD, as it assesses for symptoms of inattentiveness and hyperactive/impulsiveness as well as common comorbid disorders such as oppositional defiant disorder, conduct disorder, depression, and anxiety (Conners, 2012). Scores within the clinical range (T scores of 65 and above) indicate that a child is experiencing significant problems within the domain represented by that score when compared with similarly aged peers who completed the assessment during standardisation

For children aged 4* – 7 years old;

The Stanford Binet Early – Fifth Edition – SB-5

The SB-5 is an innovative measure of cognitive development for pre-schoolers and young children that’s rooted in contemporary theory and research. This edition also places a strong emphasis on child-friendly, developmentally appropriate features, and includes new processing speed tasks, the addition of working memory subtests and an expanded factor structure. These extensive enhancements are targeted to benefit both children and examiners.

For children aged 6 – 16 years old;

Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V). 

The WISC-V is the gold standard assessment tool designed to measure a child’s cognitive/intellectual ability for children aged 6 years 0 months through to 16 years 11 months.  The WISC-V provides subtest and composite scores that represent intellectual functioning in specific cognitive domains, as well as a composite score that represents the general intellectual ability. The WISC-V is composed of 16 subtests; Subtests can be grouped into two general categories: primary or secondary.

For children aged 4* – 16 years old;

Wechsler Individual Achievement Test – Third Edition (WIAT-III) 

The WIAT-III A&NZ is recognised as the gold-standard, standardised academic achievement test suitable for use in a variety of clinical, educational, and research settings, including schools, clinics and private practices. The WIAT-III aims to Identify the academic strengths and weaknesses of a student for the ability to Inform decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability. It is also useful for designing instructional objectives and plan interventions.

The Behaviour Assessment System for Children – Third Edition (BASC-3) (Parent and Teacher version)

The BASC–3 is a multimethod, multidimensional system used to evaluate the behaviour and self-perceptions of children and young adults ages 2 through 25. It was designed for use in school and clinical setting for assessing behavioural and emotional problems in children and adolescents. Used individually, the BASC–3 components provide a view of behaviour in a particular setting and/or from a particular view or context. Used together, they provide a comprehensive picture of behavioural and emotional functioning that informs clinical diagnosis (e.g., using the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. [DSM-5™; American Psychiatric Association (APA), 2013]) or the need for additional educational supports and services (e.g., those addressed by the Individuals with Disabilities Education Act [IDEA, 2004]). Together, the BASC–3 components offer a comprehensive system for identifying, evaluating, monitoring, and remediating behavioural and emotional problems in children and adolescents.

The WEISS Clinical ADHD Symptom Observational Record (WSR)

Clients are observed in our clinic, school or at home for 30 minutes. During this time, a structured Time Sampling of their behaviour is recorded using 30 second intervals. In each 30 second interval.

developed to measure ADHD-related functional impairment and has previously been used in clinical trials of ADHD treatment for children and adolescents. Twenty-six questions addressed the following behavioural areas of Attention, Hyperactive/Impulsive and Oppositional Defiant Behaviour that align with specific DSM-5 criteria for ADHD Inattentive and Hyperactivity/Impulsivity presentations.

Items are scored on a four-point Likert-type rating scale: 0 (never or not at all), 1 (sometimes or somewhat), 2 (often or much) or 3 (very often or very much) and aggregated to produce an overall score of 9, with anything over 6 indicative of symptomatology that warrants an ADHD and/or ODD DSM-5 diagnostic criteria

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