ADHD & Academic Evaluations

At Anderson Behavior Group, we are skilled in assessing for ADHD and reading, writing, and/or math learning disorders. We assess your child’s intellectual, academic, focus, attention, and psychological functioning by completing a Psychoeducational Evaluation. This evaluation will include information provided by you, your child, and everyone involved in your child’s care and achievement (e.g., teachers, pediatricians, counselors, etc.).

These services are offered for children and adolescents, starting as young as 4-years-old.
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What is ADHD?

According to the DSM-5TR, attention-deficit/hyperactivity disorder, or ADHD, is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Symptoms of ADHD can include carelessness, forgetfulness, distractibility, poor time management and/or poor frustration tolerance.

What are Learning Disorders?

Specific Learning Disorder in Reading

This specific learning disorder is commonly called dyslexia. It involves learning difficulties characterized by impairments in accurate or fluent word recognition, poor decoding, and/or poor spelling abilities. This specific learning disorder can sometimes be recognized by a slow reading speed and/or reading comprehension challenges.

Specific Learning Disorder in Written Expression

This specific learning disorder is commonly called dysgraphia. It involves learning difficulties characterized by impairments in spelling accuracy, grammar and punctuation accuracy, and/or clarity and organization of written expression. This specific learning disorder can sometimes be recognized by misspelling words, poor handwriting, and trouble putting thoughts on paper.

Specific Learning Disorder in Mathematics

This specific learning disorder is commonly called dyscalculia. It involves learning difficulties characterized by impairments in number sense, memorization of arithmetic facts, and/or accurate math reasoning. This specific learning disorder can sometimes be recognized by deficits in processing numerical information, performing accurate or quick calculations, and/or word problem solving skills.


A Psychoeducational Evaluation is a comprehensive assessment through a series of interviews, standardized tests and questionnaires to evaluate your child’s strengths and weaknesses in key areas including cognition, academic achievement, and socio-emotional functioning. The goal is to provide insight about why your child may be experiencing significant challenges at school that get in the way of their learning, or learning of others, interfere with their ability to perform at their full potential, or adversely affect their emotional wellbeing.

How long is the evaluation?

The length of time required is determined by your child’s age and presenting symptoms. As a result, testing can last from three to seven hours. There is always a break for lunch and your child can take breaks throughout the session, as needed.

What happens during a psychoeducational (ADHD) evaluation?

Parent/Child Interview

You and your child will meet with the psychologist, either together or separately dependent on your specific preference (e.g., sensitive information your child is unaware of). We ask that you please make this preference known before your scheduled time. This is an informal meeting that lasts about an hour. The goal is to learn about the concerns that prompted the evaluation. During the meeting, the psychologist will gather information about your child’s developmental, medical, psychological, academic, cognitive, and social functioning. You will also be given several forms to complete and/or give to your child’s teachers at the end of the meeting (in some cases, you may receive these forms to complete before the meeting).


Testing can be conducted by a psychologist or a psychometrician (a psychologist assistant trained to administer tests specific to standardized procedures). Your child will complete a variety of standardized assessments and/or questionnaires. The number of assessments/questionnaires is specific to each child.

Guidelines for testing day:

  • An adult is required to wait for the duration of the testing session for all children 6 years old and younger.
  • Some assessments may require your child to complete them on and off medicine. We will let you know when this applies to your child. If so, an adult is required to wait during the first 45 minutes of the testing session to administer the medication if your child is under 18 years old.
  • Due to the time length of the testing session, it is strongly recommended that you not bring any other children on the day of testing. Children tend to become agitated while waiting and this can become distracting for others being tested.


The psychologist will analyze all assessment results and consider all information provided during the interview to create a comprehensive report and recommendations (e.g., accommodations in the classroom, techniques to adapt their learning style). This report will be completed approximately 4 weeks after your child’s last appointment.

Once the report is completed, the psychologist will meet with you (in-person or via telehealth) to address the concerns that lead you to our office in the first place. You are encouraged to bring any other questions you may have and we will determine next steps for your child.

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Why is a Psychoeducational Evaluation important?

Depending on the outcome you are seeking, psychoeducational evaluations may be required prior to insurance covering necessary therapy, an Individualized Education Plan (IEP) or other accommodations being applied at school.

Schools are unable to assign psychiatric diagnosis such as anxiety or depression. However, they may recommend seeking a diagnosis through a private or third-party assessment, like Anderson Behavior Group, to determine an evidence-based treatment plan or if medication would be appropriate for your child.

Before starting school, it is extremely helpful to have an evaluation completed. The outcome of the assessment can provide teachers and administrators the details needed to provide support services to help your child thrive in the school setting. For example, the results from your child’s Psychoeducational Evaluation can be used to create accommodations at school (e.g., extra-time for regular and/or standardized tests) and/or advocate for additional academic support (e.g., direct 1:1 instruction, tutoring).

Additionally, school districts may require an assessment to begin the process of providing necessary services based on your child’s needs and to work with your local school district to develop an Individualized Education Program (IEP). However, a Psychoeducational Evaluation is only one piece of the puzzle. Other information may also be considered including report card grades, scores on standardized tests, and even attendance.
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