A careful look at strengths, developmental history, current functioning, emotional health, school or work demands, and other possible explanations.
I provide clinical diagnostic ADHD evaluations for youth and adults. Evaluations are generally available beginning at age 8. Younger children may be considered after an initial consultation, although a diagnosis is often deferred when it is not yet developmentally or clinically appropriate.
When a person’s needs cannot be adequately addressed through a clinical evaluation, I will recommend more comprehensive psychological, educational, or medical testing and try to help identify referral options.
Understanding what you hope the evaluation will help with allows us to decide whether diagnostic clarification, practical support, additional testing, or a combination is the best next step.
A documented diagnosis may be important when the goal is to discuss medication with a prescriber or request school or workplace accommodations. Prescribers and organizations make their own decisions and may require particular documentation or additional testing.
If the primary goal is to improve routines, behavior, emotional regulation, organization, task initiation, time management, or other executive-functioning skills, practical interventions can begin before—or without—an ADHD diagnosis.
Information from more than one setting matters because a young person may function differently at school, at home, and in preferred or highly structured activities.
Adult evaluations include a careful review of current functioning and childhood experiences. The process also considers anxiety, depression, trauma, sleep, substance use, learning concerns, and other possible explanations.
For an ADHD diagnosis, the history must indicate that several symptoms were present before age 12, even if ADHD was not recognized or diagnosed at that time. This is why childhood self-report, records, and input from someone familiar with early functioning can be important.
Not every adult has access to childhood records or a person who can reliably describe early experiences. The available evidence—and any limitations—will be discussed as part of the evaluation rather than treated as a reason not to seek clarity.
ADHD evaluations usually involve two to four in-person appointments of approximately one hour each. The overall process commonly takes about one to two months from the first appointment to feedback.
Timing may depend on the return of parent, teacher, family, or other questionnaires and the availability of relevant records.
Written reports are available upon request and are included in the per-session fees.
With appropriate written authorization, I can coordinate with physicians, schools, therapists, or other providers involved in care.
Evaluation documentation may support a request for school or workplace accommodations. However, schools, universities, employers, licensing organizations, and testing agencies establish their own eligibility and documentation requirements.
Screening can help determine whether traits of Autism Spectrum Disorder may be contributing to a young person’s experiences and whether comprehensive testing or additional support should be pursued.
The screening considers ADHD, anxiety, emotional health, and other factors that may overlap with traits of Autism Spectrum Disorder.
A written summary or report with results and recommendations is available upon request and included in the per-session fees.
When comprehensive autism testing appears appropriate, I will provide referral recommendations and try to help the family identify a provider or obtain a referral.
ADHD evaluations include consideration of whether traits of Autism Spectrum Disorder may also be relevant. Sometimes only a brief screening is necessary. When the initial information suggests that more detailed screening would be useful, autism-specific questionnaires and additional interviews can be incorporated.
This does not convert the process into a comprehensive autism diagnostic evaluation. A referral is still recommended when full diagnostic testing is indicated.
An evaluation or screening can stand on its own. It can also provide a useful starting point for therapy focused on executive functioning, emotional regulation, anxiety, self-esteem, behavior, parent support, school or workplace functioning, and self-advocacy.
When ongoing work with me is clinically appropriate and we both believe it is a good fit, you or your child may continue into therapy after the feedback process. Continuing therapy is optional and is never a condition of receiving an evaluation, screening, report, diagnosis, recommendation, or referral.
In some situations, another provider or service may be the better next step. I will discuss those options openly.
Foundations for Change submits claims to participating insurance plans for eligible evaluation and screening appointments. Your actual out-of-pocket cost depends on your plan’s deductible, copayment, coinsurance, coverage rules, and final claim determination.
The standard fee is $150 per evaluation or screening appointment when services are self-pay or are not covered by insurance.
Written reports requested as part of the evaluation or screening process are included in the session fees, with no separate report-writing charge.
Benefit verification is not a guarantee of payment. Current insurance participation and formal billing information are maintained by Foundations for Change.