Children and Teens
Determining if a child has AD/HD takes many steps. There is no single test to diagnose the disorder. As a result, a comprehensive evaluation is necessary to establish the diagnosis, rule out other causes, and determine the presence or absence of coexisting conditions. Such an evaluation requires time and effort. It should include a clinical assessment of the child’s school, social, and emotional functioning and developmental level. A careful history should be taken from parents, teachers, and the child when appropriate.

Teens with AD/HD present a special challenge, as academic and organizational demands increase. In addition, they face typical adolescent issues: discovering their identity, establishing independence, and dealing with peer pressure. Several types of professionals can diagnose AD/HD, including pediatricians, psychologists, social workers, nurse practitioners, psychiatrists, and other medical doctors. A thorough medical exam by a physician is important. Only medical doctors can prescribe medication if it is indicated. Regardless of who does the evaluation, use of the most current diagnostic criteria according to established professional standards of diagnosis is essential. The evaluating professional will also provide parents and other adults in the child’s life, including teachers, with symptom checklists or other feedback forms when gathering information in this evaluation process.

Adults
Growing up with undiagnosed AD/HD can have devastating effects, with adults often thinking of themselves as "lazy," "crazy," or "stupid." As a result, proper diagnosis can be profoundly healing, putting present difficulties into perspective and making sense of lifelong symptoms. A comprehensive evaluation for AD/HD is best made by clinicians with experience in the disorder. This may include a behavioral neurologist, psychiatrist, clinical or educational psychologist, nurse practitioner, or clinical social worker. A comprehensive evaluation should focus on past and present AD/HD symptoms; the person’s developmental and medical history and school, work, and psychiatric history, including medications, social adjustment, and general ability to meet the demands of daily life. Ideally, the exam should include several sources of information, such as a parent or significant other.

This article is presented by Chadd.org

Bryon Remo, M.Ed., LMFT Southbury, CT