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Attention Deficit Disorder‍ or ADHD

Diagnostic Evaluation

When attention difficulties arise—such as frequent errors, forgetfulness, distractibility, or disorganization—and occur alongside hyperactivity or impulsivity, a comprehensive psychological and neuropsychological assessment may be essential.

This evaluation supports a precise and rigorous differential diagnosis, which is critical given the significant symptom overlap between Attention Deficit Disorder (ADD) and various other psychological conditions.

Identifying the underlying condition with precision enables well-targeted and effective care, leading to a significant improvement in both prognosis and overall quality of life.

FAQ

  • The assessment draws on previous reports (if available), clinical observations made during the sessions, and a battery of standardized tests administered in the office, both in written and digital formats. Together, these elements provide a detailed, nuanced, and objective understanding of the child’s cognitive and emotional functioning.

  • The first appointment is usually held with both parents present, without the child. It focuses on an in‑depth discussion of the child’s history, current difficulties, and the parents’ expectations.

    This interview aims to:

    • Determine whether a diagnostic evaluation is appropriate.

    • Clarify the assessment protocol (tests selected based on the information gathered beforehand).

    • Explain the full evaluation process (number of sessions, duration, report, and feedback session).

    • Address any questions the parents may have.

    • Establish a trusting environment, which is essential for minimizing the impact of anxiety on test performance.

  • It enables the clinician to:

    • Establish a reliable differential diagnosis.

    • Gain an in‑depth understanding of the child’s cognitive and emotional functioning and its impact on daily life.

    • Provide tailored recommendations and accommodations for daily life, both at home and at school.

    • Recommend appropriate interventions, such as psychotherapy, cognitive remediation, and—only when necessary—medication.

  • Cognitive Domains

    • Attentional functions: selective and sustained attention in both auditory and visual modalities.

    • Executive functions: cognitive inhibition, cognitive flexibility, working memory, planning.

    • Social functions: social perception, social cognition, and social skills.

    • Memory functions: short- and long-term memory.

    • Visuospatial functions: visuoperceptive and visuospatial abilities in 2D and 3D.

    • Language functions: receptive and expressive language.

    • Sensorimotor functions: lateralization, motor control and programming, sensorimotor coordination.

    • Intellectual abilities: logical, conceptual, and quantitative reasoning.

    Psycho-affective Domains

    • Emotional state: assessment of anxiety and/or depressive symptoms.

    • Personality: assessment of personality organization, including pathological aspects, and identification of any underlying psychological vulnerabilities.

    • Autism: analysis of autism-related behaviors, language, communication, and social interactions; autism risk level; autism severity level.

Contact Sandra Laujin