There is no single test to diagnose ADHD in adults. Determining whether a person has this disorder takes many steps.
Because the symptoms of ADHD can be caused by many other factors, gathering information from multiple sources is necessary to establish the diagnosis of ADHD (or ADD) and to rule out other causes for problematic behavior as well as determine the absence or presence of coexisting conditions.
At eDiagnostic Learning, we begin by gathering a detailed history of the adult’s past and learn about struggles they experienced in childhood, adolescence, and after high school or in college.
We look at how the struggles they have experienced in the past impacted their performance both in and outside of school.
We then gather information regarding their current struggles and how these are impacting work performance, personal relationships, and daily living skills.
From there, we perform a comprehensive online evaluation of the individual’s cognitive skills, which looks at things like working memory, processing speed, problem solving skills, verbal abilities, and short-term/working memory.
Through this evaluation, we are able to gather valuable information as to how a person processes information, works through multi-step tasks, responds to the demand of working under a time limit, and organizes their thoughts and ideas. If ADHD is suspected, we use the Qb Check to help confirm the condition.
The last area we focus on is an individual’s executive functioning skills. ADD or ADHD is closely related to executive functioning and a deficit in one or more of these areas helps us to better understand their struggles and determine if the cause is attention based. Some of the areas we discuss include the following:
|Attention||The ability to avoid distractions, concentrate on tasks, and sustain attention|
|Emotion Regulation||The ability to control and manage emotions, including staying calm when handling small problems and reacting with the right level of emotion.|
|Flexibility||The ability to adjust behavior to meet circumstances, including coming up with different ways to solve problems, changing behaviors when needed, and being able to come up with new ways to reach goals.|
|Inhibitory Control||The ability to control behaviors or impulses, including thinking about consequences before acting, maintaining self-control, and thinking before speaking.|
|Initiation||The ability to begin tasks or projects independently, including starting tasks easily, being motivated, and taking the initiative when needed.|
|Organization||The ability to manage personal effects, work, or multiple tasks, including organizing tasks and thoughts well, managing time effectively, and working neatly.|
|Planning||The ability to develop and implement strategies to accomplish tasks, including planning and making good decisions.|
|Self-Monitoring||The ability to evaluate behavior in order to determine when a different approach is necessary, including noticing and fixing mistakes, knowing when help is required, and understanding when a task is complete.|
|Working Memory||The ability to keep information in mind that is important for knowing what to do and how to do it, including remembering important things, instructions, and steps.|
eDiagnostic Learning has been assessing adults and children since 2004.
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