ADHD, Attention & Executive Functioning
Understanding attention in context.
Attention, executive functioning and Attention-Deficit Hyperactivity Disorder (ADHD) assessment for children, adolescents and adults in Canberra.
01 — THE QUESTION
Could ADHD explain attention and executive functioning difficulties?
ADHD MAY BE ONE EXPLANATION
Difficulty concentrating, staying organised, getting started, managing time or regulating activity and impulses can be associated with ADHD.
LOOKING MORE BROADLY
Sleep, learning, anxiety, mood, development, physical health and other factors can also affect attention and executive functioning. Assessment considers what best explains the overall pattern.
Frequently Asked Questions (FAQs) About ADHD, Attention & Executive Functioning Assessment
Adhd & attention
How much does ADHD assessment cost?
Assessments are charged by the hour at the current rate listed on Our Fees.
Because the assessment pathway depends on the individual and the question being asked, the total cost can usually be estimated more accurately after the first consultation. The first consultation generally involves approximately one hour of professional time at the current rate. For more information about why we do not offer fixed price packages, see FAQs.
We will discuss likely next steps and associated fees before you decide whether to proceed. See Our Fees → for more information and an example assessment cost structure.
What is ADHD?
ADHD is a neurodevelopmental condition that affects attention, activity level, impulse control and executive functioning.
People with ADHD can have different patterns of difficulty. Some mainly have problems with attention and organisation, while others also experience restlessness or impulsivity.
ADHD begins during development, but the way it appears can change with age and with the demands placed on the person.
What is attention?
Attention is the ability to notice, select and stay focused on information or tasks that are important at the time.
It also involves being able to shift attention when needed, ignore distractions and return to a task after being interrupted.
Attention is not a single skill, and it can vary depending on factors such as interest, fatigue, stress, environment and task difficulty.
What are attention problems?
Attention problems can include difficulty staying focused, following through, listening, keeping track of information, resisting distraction or moving attention between tasks.
They do not automatically mean someone has ADHD.
Sleep, anxiety, mood, learning difficulties, language, physical health, developmental differences and the demands of the environment can also affect attention.
What is executive functioning?
Executive functioning refers to the mental skills that help us organise, start, manage and complete tasks.
These skills can include planning, working memory, organisation, time management, controlling impulses, shifting between tasks, monitoring our own performance and regulating behaviour.
Executive-functioning difficulties are common in ADHD, but they can also occur for many other reasons.
Can a psychologist assess and diagnose ADHD?
Yes. Psychologists with appropriate training and experience can assess ADHD and determine whether the available evidence supports a diagnosis.
Assessment also considers whether another explanation may better account for the difficulties.
BPA does not prescribe medication.
The Australian Psychological Society has further information about how ADHD is assessed in children.
Can a questionnaire tell me whether I have ADHD?
No.
Questionnaires can provide useful evidence, but they do not make the diagnosis by themselves.
Assessment considers symptoms, developmental history, everyday impact, different settings and other possible explanations.
Does my child’s school need to be involved?
Information from school is usually very helpful because attention and executive functioning need to be understood across different settings.
Depending on the assessment, this may include teacher questionnaires, school reports, an educator interview or naturalistic observation.
If school information is difficult to obtain, tell us during screening rather than assuming the assessment cannot proceed.
What if my child behaves differently at school and at home?
That is useful information.
Children can function differently depending on structure, expectations, interest, support, fatigue and the demands of the setting.
Assessment looks at why the presentation may differ rather than assuming every environment should look the same.
Does BPA include cognitive testing in ADHD assessment?
For children and adolescents, cognitive assessment is usually an important part of BPA’s ADHD assessment process. Academic screening may also be recommended where learning concerns are present.
For adults, assessment is selected according to the referral question and cognitive testing is not automatically required.
Do you assess ADHD in children under 6?
No. BPA does not diagnose ADHD in children under 6.
For younger children, we can sometimes assess areas such as cognitive development, behaviour, adaptive functioning, social development and school readiness where appropriate.
Can you assess ADHD if there are learning difficulties as well?
Yes.
ADHD and learning difficulties can occur together, and sometimes academic difficulties are one reason attention concerns first become noticeable.
Screening helps determine whether academic testing should form part of the assessment.
What if I mainly want ADHD medication?
BPA does not prescribe medication.
If medication is your main goal, a medical practitioner such as a psychiatrist or, for a child, a paediatrician may be a more appropriate starting point.
A medical prescriber makes their own decision about whether medication is appropriate and may require further assessment even where psychological assessment has already occurred.
Do adults need childhood school reports for ADHD assessment?
School reports and information from someone who knew you during childhood can be useful because ADHD is a developmental condition.
Not everyone still has childhood records. Where they are unavailable, we discuss what other evidence may help establish the developmental history.
Healthdirect also provides general Australian information about ADHD diagnosis in children and adults.
02 — WHEN ASSESSMENT MAY HELP
ADHD assessment may be useful when things are difficult or unclear.
Ongoing difficulties
Attention, organisation, impulse control or executive functioning difficulties are having a meaningful impact at school, home, work or in everyday life.
Unclear or overlapping picture
ADHD may be suspected, but learning, sleep, anxiety, mood, development, health or other factors could also be contributing to the difficulties.
Clearer next steps
Assessment can help clarify the pattern of strengths and difficulties and inform decisions about diagnosis, supports, adjustments, intervention or further assessment.
03 — ASSESSMENT
Assessment looks across time and settings.
Development & history
How difficulties developed, earlier functioning and relevant developmental, educational and health history.
Different settings
Information from home, school, work and other relevant settings helps us understand how consistently difficulties occur.
Other explanations
We consider whether another condition or circumstance may better explain some difficulties, or may be present alongside ADHD.
04 — CHILDREN & ADULTS
Assessment is tailored to age, development and context.
Is your child under 6 years old? For younger children, assessment may focus on school readiness, school readiness, socialisation, cognitive abilities, behaviour, adaptive functioning and broader developmental questions. ADHD assessment is not available for children younger than 6. For more information, see Assessment for Younger Children →
Children & Adolescents
Cognitive assessment is often required as part of ADHD assessment for children and adolescents. This helps us understand the young person’s broader cognitive profile and place attention and executive functioning difficulties in context.
Academic screening is also often recommended, particularly where learning progress, classroom performance or an uneven academic profile may be relevant. Where indicated, more detailed academic testing may be discussed.
Information is usually gathered from parents or caregivers and school, alongside the young person’s own perspective where developmentally appropriate. A naturalistic school observation may also be useful where seeing attention, behaviour, task engagement and functioning in the classroom is likely to add meaningful information.
Adults
Adult ADHD assessment considers both current functioning and evidence of a developmental pattern beginning in childhood.
We will usually request informant information where possible, such as from a parent, sibling, partner, colleague or another person who can comment on current or earlier functioning. School reports or other childhood records are also useful where available.
Where childhood information is limited or unavailable, we will discuss other options and whether the available evidence can still meaningfully address the goals of the assessment. Cognitive or other psychometric testing may also be useful, depending on what the person is hoping to understand.
05 — EVIDENCE & TESTING
Questionnaires and checklists contribute but don’t make the diagnosis.
Assessment may draw on clinical and developmental interviews, standardised questionnaires, cognitive or academic testing, observations, records and information from relevant people and settings.
The information is interpreted together rather than treating an individual score or questionnaire as the answer.
06 — MEDICATION & DIAGNOSIS
ADHD assessment and medication prescribing are different parts of care.
WHAT BPA PROVIDES
BPA provides psychological assessment. We can assess for ADHD, consider other factors that may be contributing to attention and executive functioning difficulties, then provide diagnostic formulation and recommendations.
Psychological assessment may be particularly useful where the goal is to understand the pattern of difficulties more broadly, there are additional difficulties, clarify if other factors may be contributing, and identify appropriate supports or next steps.
IF MEDICATION IS YOUR MAIN GOAL
BPA psychologists do not prescribe medication. If the main reason for seeking assessment is to commence, change or review ADHD medication, a psychiatrist or paediatrician may be a more appropriate starting point.
Even if you have a diagnosis from a psychologist, a medical practitioner will determine whether medication is appropriate and may decide that further psychological or medical assessment is needed as part of that process.
07 — WHAT YOU RECEIVE
More than a diagnostic label.
Integrated findings
A clear explanation of strengths, difficulties and relevant contributing factors.
Considered feedback
A dedicated appointment to discuss the findings and answer questions.
Report & recommendations
A written report to support decisions about adjustments, intervention, further care and next steps — irrespective of diagnosis.
08 – FEES & NEXT STEP
Start with the question you would like answered.
The exact assessment varies according to the person and the questions being asked. Our screening process helps us determine what may be appropriate, and explains likely fees before you proceed.