Stop! We are Confusing Other Disorders With ADHD!

Have you ever wondered why has ADHD become so “popular” in the recent years? Many parents and educators ask themselves, what is causing the sudden rapid “widespread” of ADHD cases in America? It is almost like a fad! Although much has been researched, the nature and causes of ADHD are still largely unknown to the medical community. We all know that the common characteristics of ADHD include: extreme distractibility, the inability to sit still for extended periods, and increased anxiety and impulsiveness. This being said, “hyperactivity” and “inattention” is NOT always exclusive to ADHD. 

From the perspective of a school psychologist who tests hundreds of children a month, it is clear that many other disorders are often overlooked, ignored or confused with ADHD; resulting in the widespread misdiagnosis we are seeing today, and what’s worse, the overmedicating of children. Both parents and doctors are becoming increasingly quick to blame learning, behavioral and social problems on ADHD and are even quicker to utilize medication to fix the situation. The problem with this, warn some doctors, is that by being so quick to prescribe drugs to correct a condition, is that they might be overlooking other possible causes for the problematic behavior.

It is essential that the professional responsible for making a diagnosis take their time to truly study each individual child’s case. Many aspects need to be assessed, including: cognitive functioning (Psychometric testing), academic achievement (psychoeducational testing), behavior inventory for school and home, and finally a neurological test to explore frontal lobe functioning (area responsible for attention and concentration), to name only a few relevant tests. In the mean time, look through the following indicators to help you distinguish some common disorders from ADHD. This is not an exhaustive list, and remember, it is certainly not a substitute to visit a licensed school psychologist who will help make the determination.

• Lethargy, staring, and daydreaming (more likely than in ADHD Combined Type)
• Sluggish cognitive tempo/slow information processing
• Lacks impulsive, uninhibited, or aggressive behavior
• Possibly greater family history of anxiety disorders and learning disabilities
• Makes significantly more errors in academic work
• No elevated risk for Oppositional Defiant or Conduct Disorder

• Lacks impulsive, uninhibited behavior
• Defiance primarily directed toward mother initially
• Able to cooperate and complete tasks requested by others
• Lacks poor sustained attention and marked restlessness
• Resists initiating demands, whereas ADHD children may initiate but cannot stay on task
• Often associated with parental child management deficits or family dysfunction
• Lacks delays in motor abilities seen commonly in ADHD

• Has a significant IQ/achievement discrepancy (+1 standard deviation)
• Places below the 7^th percentile in an academic achievement skill
• Lacks an early childhood history of hyperactivity
• Attention problems arise in middle childhood and appear to be task or subject specific
• Not necessarily socially aggressive or disruptive (may become so after years of frustration)
• Not impulsive or uninhibited

• Likely to have a focused not sustained attention deficit
• Not impulsive or aggressive; often overinhibited
• Has a strong family history of anxiety disorders
• Restlessness is more like fretful, worrisome behavior not the “driven,” inquisitive, or overstimulated type
• Lacks preschool history of hyperactive, impulsive behavior
• Not socially disruptive; typically socially reticent

Assessment for Learning Dissabilities

If you live in Florida and are a parent of a child who is struggling in reading, writing, math, memory and processing or other school subjects,

please give us a call! We will answer all your questions and concerns.  

 Many children who have a learning disability are not legally identified until they have experienced several years of failure in achievement in areas such as reading, mathematics, and writing. At least 15% of all children have special needs and more than 11% of school-age children have problems serious enough to be in special education programs. In other words, almost every family is touched by someone - their child, or a brother, sister, grandchild, nephew, cousin or neighbor - who has a disability, developmental delay, or mental health, behavioral or learning problem. Early detection and intervention work! 

Though assessments vary among school districts and examiners, a comprehensive evaluation should include an instrument to measure intelligence, often referred to as an IQ test or  psychometric assessment. The most commonly used tests for determining  Specific Learning Disabilities such as problems with attention, processing, memory and retention, visualmotor difficulties and even giftedness, are the Wechsler series. Some of the instruments used by Psychoeducational Solutions of Florida me may include but are not limited to: The Wechsler Intelligence Scales for Children- Fourth Edition (WISC-IV) for children between the ages of 6 through 16.7, the Wechsler Adult Intelligence Scales (WAIS-III)  for ages 16 though 71, and  the Wechsler Preschool and Primary Scale of Intelligence-Revised Edition (WPPSI-R) for ages 2 through 5.11. Another important test used to help diagnose specific learning problems, is an achievement test. Psychoeducational Solutions of Florida uses the Wechsler Individual Achievement Test- Second Edition (WIAT-II). It is essential that both, a psychometric (IQ) and an achievement test are used to compare scores.

 Though students with apparent learning problems should be assessed around age 5 or 6, my experience is that the vast differences in normal intellectual development at this age make accurate intelligence assessment difficult. The child who is tested at an early age should be retested in the middle elementary years to identify a more stable pattern. IQ scores do change over time, even to adulthood. Keep in mind however, that early detection of problems is important. On average, the ideal age to make an assessment for SLD is about 7 to 8 years old, or by between second and third grade.

             Even when your child's learning difficulties do not reach the severity of a Specific Learning Disability, you can use the Wechsler scores to find clues about your child's strengths and weaknesses. By understanding the IQ scores and subtests on the Wechsler, you will have a clearer understanding of your child's abilities on a variety of intellectual tasks. This understanding will help you plan learning activities that build upon your child's intellectual strengths to compensate for learning problems, and help her develop confidence and competence as a learner.

Prices for psychological testing can vary greatly among professionals. The fees for a comprehensive test can range anywhere between $350 to over $2,000 depending on the intervention and tests administered.  For information on testing rates offered by Psychoeducational Solutions of Florida, please give us a call! Don't overpay for a test. You will pleasantly surprised to see how affordable we’ve made it for parents to have their child tested.

Why test my child early on?

Psychoeducational Services of Florida is committed to early screening. Many children who have a learning disability are not legally identified until they have experienced several years of failure in achievement in areas such as reading, mathematics, and writing.