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Attention-Deficit/Hyperactivity Disorder – Assessment and Consultation for Adults, Adolescents and Children
Attention-Deficit/Hyperactivity Disorder Assessments at Northeast Ohio Behavioral Health

An assessment regarding a suspected diagnosis of Attention-Deficit/Hyperactivity Disorder requires careful consideration of data that is gathered from caregivers, school personnel and the direct assessment/observation of the child in structured activities. The evaluation of the child’s functioning within multiple domains are considered. Data is integrated into a report in a fashion that supports recommendations for intervention at home, at school and within the social environment. The report is designed to provide parents, teachers and physicians with concise outcome data regarding the results of an otherwise comprehensive assessment process.

General Information About Attention-Deficit/Hyperactivity Disorder Assessments:

  • Require approximately three hours to complete 
  • Two to three appointments are usually required 
  • A Parent Feedback Session and a Written Report are offered at the conclusion of the assessment process
Measures Used in the Assessment Process:

In addition to data provided via caregiver interview and teacher observation, two or more of the following measures are utilized in an Attention-Deficit/Hyperactivity Disorder (ADHD) Assessment:

Achenbach System of Empirically Based Assessment (ASEBA) includes a Child Behavior Checklist completed by the parent, a Teacher Report Form, and Youth Self-Report and measures problem areas in social, emotional, and behavioral functioning.

Behavior Assessment for Children-Third Edition (BASC-3) is completed by the parent, teacher, and client and provides information regarding social, emotional, and behavioral functioning.

Conners Third Edition (Conners-3) is obtained from the parent, teacher, and client perspective. The Conners-3 assesses the probability of being diagnosed with ADHD.

NICHQ Vanderbilt Assessment assesses whether the diagnostic criteria are met for Inattentive, Hyperactive, or Combined types of ADHD. This assessment compares teacher and parent ratings.

Can Patients with Medicaid Coverage Receive an ADHD Assessment?

Yes! ADHD Assessments are fully reimbursed via Ohio Medicaid.

Medicaid benefits can be used for the entire assessment process, including the production of the written report.

Self-pay assessment fees range between 800.00 and 1200.00, depending on the number of sessions needed to complete the evaluation process and the need for the integration of collateral information such as consultation with school-based personnel and review of school and medical records.

Assessment Services Designed for Adults with Suspected ADD/ADHD:

Comprehensive assessment is necessary to determine the appropriate course of action when a diagnosis of ADD/ADHD is considered for an adult. Northeast Ohio behavioral health provides assessment services for adults that demonstrate behavioral/emotional concerns that may be associated with a diagnosis of ADD/ADHD.

Assessments include the following components:

  • Clinical interviewing to determine symptom history, duration and intensity
  • Psychological testing regarding mental health functioning
  • Functional assessment re: coping skills and life stresses
  • Screening for the presence of clinical syndromes with symptoms that may impair attention and concentration
  • Recommendations to medical personnel concerning diagnosis and treatment options
Specialized Treatment Services:
Adults with attention, concentration and organization problems require special support and skill-building to improve their level of functioning.

Specialized treatment approaches for adults with ADD/ADHD include:

  • Organizational tactics
  • Stress management skills
  • Anxiety reduction techniques
  • Focused study strategies
Our goal is to provide patients with practical skills they can use in their daily lives.

ADD Can Affect Relationships:
The behavioral functioning of an ADD/ADHD adult can place a great deal of stress on spouses and significant others.  Education and support can help partners and family members understand the needs of a person with ADD/ADHD, as well as learn ways to assist them toward the best possible functioning.

Services for Children and Adolescents with ADD/ADHD:

A thorough evaluation should be conducted in order to rule out the presence of emotional disorders that may cause inattention, limited concentration and overly active behavior. The symptoms of ADD/ADHD may actually be caused by undiagnosed emotional problems. Thus, intervention for a child or an adolescent with suspected ADD/ADHD should begin with a comprehensive assessment. Assessment components typically include intellectual and achievement testing, the completion of behavioral inventories by parents and teachers, screening for emotional disorders, and direct observation of the child by the clinician. The assessment process is concluded with a report that identifies problem areas, diagnostic possibilities, and treatment recommendations.  Assessment reports often include ideas regarding classroom interventions that may be useful for teachers, as well as parenting interventions that can be employed to improve home functioning.

Parent consultation is frequently the most useful avenue of intervention for a younger child with ADD/ADHD.  These children frequently require consistent intervention with an informed caregiver that understands the nature of ADD/ADHD.  Thus, parenting education is included as a treatment component.

Children with ADD/ADHD can be helped to develop an age-appropriate degree of self awareness regarding their behavior and the effect it has on others, especially peers. Since some children with ADD/ADHD have difficulties with anger management, peer interaction and decision-making, individual intervention can be useful toward the goal of skill-building. 

Adolescents with ADD/ADHD may additionally benefit from assistance with study skills, test-taking strategies, general coping strategies, and other skills that can help them to manage a school environment that may provide them with limited accommodation for their attention difficulties.

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