Do you have a learning disability, Attention-Deficit/ Hyperactivity Disorder, or another disorder affecting learning? If you think you might, you should seek the services of a qualified professional who can conduct a thorough assessment and make a diagnosis.

The Assessment Process

Qualified Professionals

Choosing a Professional

Indicators of Learning Disability

Indicators of Attention-Deficit/ Hyperactivity Disorder

Questionnaire: Background Information for Psycho-Educational Assessment

The Assessment Process: Typically a learning disability assessment involves as much as 5-6 hours of psycho-educational testing. An ADHD assessment often involves only 1-2 50-minute diagnostic interviews; however, the ADHD professional may choose to refer the client for neuropsychological testing, or for psycho-educational testing to determine the effect of ADHD on academic achievement. Return to Top of Page

Qualified Professionals. Among the professionals who typically diagnose learning disabilities are educational psychologists, clinical psychologists, and learning disability specialists. Among the professionals who typically diagnose ADHD are developmental pediatricians (for children and adolescents), educational psychologists, clinical psychologists, and psychiatrists. Return to Top of Page

Choosing a Professional. Below are some questions you may want to ask as you prepare to choose a professional to conduct your assessment for a possible learning disability or ADHD. You may want to interview several professionals; costs and procedures can vary considerably.

Have you had experience assessing adults (or children or adolescents)?

How soon can I be scheduled for assessment?

What will you charge for the entire assessment process?

What will the assessment process be like?

If diagnostic tests are used, will they be appropriate for adults (or children or adolescents)? Will the tests be normed for this population?

Will I be given a written report? What will this report include? A typical written report might include your reasons for seeking assessment; family, developmental, and medical histories; observations on your behavior during testing; a discussion of test results; specific test scores (standard scores and percentile rankings); a summary section in which a diagnosis is made; and a treatment plan.

If you provide a written assessment report, how soon after my assessment will the report be available?

Will I have an opportunity to meet with you to discuss your diagnosis or report and ask questions?

Will you be available for additional services after my assessment is completed? What services do you provide? What do you charge for these services?

Will you provide referrals if appropriate: for example, to learning specialists, tutors, support groups, or (if appropriate) to physicians with whom I can discuss the possibility of ADHD medication?

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If a number of the following statements describe your experience, you may have a learning disability.

School was (or is) a painful experience for me.

My grades don't reflect how smart I am or how hard I work.

In school I'm very good at some subjects but awful in others.

I can't work as fast as other people, so assignments take me more time to complete.

I read and write more slowly than other people.

I often feel frustrated because I can't find a way to express the many good thoughts I have in my head.

Essay-writing is slow for me. Sometimes I stare at the piece of paper without being able to write a word.

When I'm speaking or writing, I often cannot think of a word I want to use.

When I read, I often forget what I've just read--so I have to re-read, and re-read again.

It's very hard for me to read anything aloud.

I've always been rotten at spelling, punctuation, and capitalization.

When I proofread, I can never find my own mistakes.

I can do math--but I keep making "careless errors" in calculation.

My handwriting is so bad that I have to print.

When I take notes, I try to write down everything the instructor says.

Most exams don't give me a chance to show how much I know.

During exams I'm always one of the last to finish--if I finish at all.

I work hard to memorize the material for an exam, but when I begin to write I find I've forgotten a lot.

I've gotten some good grades in school, but that's because I can fool instructors into thinking I'm good.

I know I'm smart--but sometimes I feel stupid.

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If a number of the following statements describe your experience, you may have Attention-Deficit/ Hyperactivity Disorder.

I'm not a detail-oriented person.

I make "careless mistakes" in schoolwork, work, or other activities.

I have trouble paying attention to anything or anybody unless I'm strongly interested. When I'm strongly interested, you can't pry me away.

People complain that I don't pay attention when they talk to me.

I forget things that people have told me, or things they have asked me to do.

I have trouble getting started on projects.

I don't finish projects on time; sometimes I don't finish them at all.

I have trouble setting goals and working toward them in a careful, step-by-step way.

I can't organize my work, my time, or my possessions.

I have a poor sense of time.

My memory isn't good.

I often shift aimlessly from one uncompleted activity to another.

I'm very easily distracted.

I forget things I'm supposed to do.

I frequently mislay or lose things.

I'm physically wiggly, or I have a feeling of inner restlessness.

I have difficulty sitting quietly.

I enjoy noise and commotion.

I enjoy high-risk activities like skateboarding down high hills or sky-diving.

I'm accident-prone.

I'm easily bored.

I hate to wait in line.

I'm often "on the go"; I act as if I'm being "driven by a motor" (DSM-IV).

I talk too much.

Often I blurt out an answer before somebody has finished asking a question.

I frequently interrupt people.

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Instructions: In preparation for our first interview, you can write out answers to any relevant questions, for yourself or your child. Or you can just think about the questions and we'll discuss them (and probably other questions as well) when we meet.

1. Why are you seeking psycho-educational assessment at this time?

2. Have you ever been assessed before? When and by whom? Do you have copies of the assessment reports?
If so, please bring them with you.

3. What is your date of birth? Where were you born?

4. Is English your native language? If not, when did you learn English?

5. Do you have brothers and sisters? Does anybody in your family (mother/father, sister/ brother, uncle/aunt, or other relative) have a learning problem? Does anybody have a psychological problem? A history of substance abuse?

6. Was there anything unusual about your mother's pregnancy with you? Anything unusual about your birth?

7. As far as you know, did you learn to walk and talk at the usual ages? What were you like as a small child?

8. What was your health like when you were a child? Any serious illnesses? High fevers? Head trauma or other injuries?

9. Did you attend pre-school and kindergarten? Where? As far as you know, did you have any problems (academic or social) in pre-school or kindergarten?

10. List the elementary school(s) you attended, with location(s). Which grades did you complete at which schools? Were these private or public schools?

11. What do you remember about learning to read? Was it hard for you to learn? Did you ever have special instruction in reading? Did you enjoy reading and did you read for pleasure? Do you read for pleasure now?

12. During your elementary school years, what were your experience with reading, math, and writing (both expressive and expository)?

13. When you were in elementary school, what did teachers most often say about you?

14. What high school(s) did you attend? Give location(s). Were these public or private schools?

15. Please provide the following information about your high school and college experiences in the following areas:

a. Homework. Having the assignment, getting started on work, avoiding distractions, completing assignments, turning in papers on time.

b. Reading. Do you think you read more slowly than other students? Was your comprehension good?

c. Note-taking. Did you take good notes in class and while doing homework? In class, could you take notes while continuing to listen to the lecturer?

d. Math. algebra, geometry, trigonometry, pre-calculus, statistics, or other courses.

e. Writing expository essays. What was it like for you to write such essays? What did teachers generally say about your writing?

f. Foreign language.

g. Other classes: science, history, economics, and so forth.

h. Memorization, and ability to recall memorized information during exams.

i. Exam-taking. Did it take you longer to finish exams than other students? What kinds of exams were easiest and hardest for you?

g. Your GPA on graduation from high school and college.

16. During elementary and high school, did you ever receive special education services? Please describe them. Did you receive academic accommodations in elementary school, high school, or college? If so, what were they?

17. What were your scores on the ACT's, SAT's, or other standardized exams? Did you take the exams with accommodations?

18. Describe your vocational experience. While working, have you had any problems that might be related to the problems you've encountered in school?

19. What is your health like at present? Do you take any medication(s)? Do you have psychological counseling now, or have you ever had it?

20. What leisure activities do you enjoy?

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