Do all children with attention or academic concerns need the same evaluation?
No.
Different questions require different levels of testing.
Some families need to understand whether ADHD is present. Others need documentation of how a student learns and whether a learning disability exists.
Our goal is to match the evaluation to the question being asked — not automatically recommend the most extensive testing.
ADHD Diagnostic Evaluation (Focused)
This evaluation answers a specific clinical question:
Is ADHD present, and how does it affect functioning?
It includes:
developmental and academic history
behavior rating scales
attention and executive functioning measures
targeted cognitive efficiency screening
For many children, this provides clear guidance for treatment planning, home strategies, and school supports.
However, this evaluation does not measure overall intellectual ability or academic achievement in the depth required to diagnose a learning disability or document standardized testing impairment.
Because of this, it is often sufficient for understanding ADHD, but may not meet documentation requirements for formal school eligibility determinations or standardized testing accommodations.
Comprehensive Learning & Accommodations Evaluation
A comprehensive evaluation is recommended when the question involves how a student learns, not just whether they have ADHD.
This is necessary when:
a learning disability (dyslexia, dysgraphia, dyscalculia) is suspected
academic skills are not progressing as expected
schools request formal eligibility documentation
college entrance testing accommodations (SAT/ACT/College Board) are being pursued
This evaluation includes full standardized cognitive and academic testing (such as a WISC or WAIS and achievement measures) and evaluates:
reading accuracy and fluency
written expression
math skills
working memory
processing speed
functional impact on timed academic tasks
Standardized testing agencies require objective evidence of academic impact — not diagnosis alone — which is why a comprehensive evaluation is typically needed.
Comprehensive Psychological & Developmental Evaluation
(Autism, anxiety, OCD, and complex diagnostic questions)
Some concerns involve social communication, behavior patterns, or emotional functioning rather than academic performance alone.
This evaluation is recommended when families are asking questions such as:
Could this be autism?
My child struggles socially but is academically capable
We’ve received different diagnoses or unclear answers
Anxiety, rigidity, or emotional regulation is interfering with daily life
We want to understand the full picture, not just school performance
This evaluation looks at development, behavior, and emotional functioning in addition to attention and learning.
It includes:
developmental history
social communication assessment
behavioral and emotional measures
cognitive testing as needed
diagnostic clarification and recommendations
The goal is to understand how a child experiences the world — not just how they perform in school — so treatment, supports, and expectations are appropriately matched.
This type of evaluation is typically recommended when concerns extend beyond attention or academics into social interaction, flexibility, emotional regulation, or daily functioning across settings.
How This Differs From Learning Evaluations
A learning evaluation answers how a student learns in school.
A psychological/developmental evaluation answers why a child behaves, relates, or copes differently across environments.
Some children need both, but many only need one. We help families determine this before scheduling.
Why Some Students Start With a Focused ADHD Evaluation
Many students are referred with concerns about attention or executive functioning but are otherwise learning as expected.
In these cases, beginning with a targeted ADHD evaluation avoids unnecessary testing.
If results suggest broader learning differences or accommodation needs, a comprehensive evaluation can then be completed with a clear purpose.
Our Philosophy
We recommend the level of testing that answers the actual question being asked.
This approach helps families:
avoid unnecessary testing
obtain appropriate documentation when needed
understand whether difficulties reflect attention, learning, or both
We will discuss recommendations with you before proceeding so you can make an informed decision.
Frequently Asked Question
Will a diagnosis automatically qualify my child for SAT/ACT accommodations?
No. Testing agencies make independent determinations and generally require comprehensive standardized cognitive and academic testing to document functional testing impact. A focused ADHD evaluation alone is often not sufficient for this purpose.
Still unsure what level of testing is appropriate?
We’ll guide you before scheduling so families only pursue the level of testing that answers their question.