Serving the North Shore Area

At times, evaluations are performed for the purpose of identifying Attention-Deficit Disorders, especially when students have academic skills that are grade/age appropriate.  The referral problem for these evaluations may be that the students do not complete their work in a timely manner, have poor organizational skills, have difficulty focusing their attention to the appropriate task at the appropriate time, and/or have trouble sitting still in class.  They may also display behavior that is impulsive in nature.  That is, they have trouble thinking before they act.  They know what to do, but do not always do what they know. 


Areas of functioning evaluated:

  • Developmental, health and social history
  • Intellectual/cognitive functioning.  From these instruments, the examiner is able to glean information regarding the cognitive processes related to learning (i.e., attention, memory, oral receptive and expressive language, higher order thinking); however, this information is not obtained at the same depth as in the psychoeductional evaluation)
  • Academic skills in reading, written language, mathematics, and handwriting skills
  • The presence of characteristics associated with ADD/ADHD
  • Social skills and peer relationships
  • The presence of symptoms of other behavioral disorders, as well as emotional disorders and adaptive behaviors (e.g., responses to changes in routines/plans/teachers)


Typical tests and other assessment procedures:

  • Structured parent interview/social history
  • Structured teacher interview/questionnaire
  • Structured student interview/questionnaire
  • Standardized, individually administered tests of academic achievement in reading, including oral reading, written language, including spelling, and math fluency, the rapid and accurate recall of math facts from long-term memory