Our assessment processes

Our assessment draws on information gathered from parents and teachers, developmental (early) history, school observations and parent-child sessions.  The clinicians leading on this assessment go back to the Team to make decisions. In situations where a diagnosis is given, we offer feedback sessions to parents, the child or young person and then the school.

Our assessments have the following intentions

  • To listen to your concerns as parents and/or teachers and to consider the possibility of ADHD and other needs.
  • To look out for strengths, resources, abilities and skills at home, school and any other activities.
  • To assess the severity of ADHD features.
  • To explore physical health and sensory problems.

How do we gather this information?

Our assessments for ADHD take 5/6 meetings,  at our clinics or at school. We tend to focus our assessments only on children of school age. If we start our assessments too young, it can be tricky to know what is happening, because children change so much before the age of 5 or 6.

We always have a general first assessment (Choice appointment) at school or clinic/children’s centre.  Usually, the parent and child attends this first meeting, and we gather as much information as we can about family, school, early development and current strengths or needs.

We also look at

  • Questionnaires about life at home or school
  • Take a full history from parents about the child’s development
  • Meet with the child or young person to get to know him or her as much as we can
  • We also do a school/nursery observation

Interventions (Treatment)

We consider what positives ADHD might bring to a child and family, as well as challenges and consider what diagnosis might mean to children, families or schools at the point of assessment.

Over the past 18 months, we have focused initially on our interventions (treatment options):

  • Parent groups (for primary aged children)
  • Individual work with children/young people and parents
  • Support and ADHD training to schools
  • Workshops or individual work with families making sense of diagnosis

We are keen to remain closely linked to the local ADHD parent support group and to consult closely with parents themselves about what would be most useful for families.

Click here for more information on using medication for ADHD.

What happens next?

  1. We discuss our information with a small group of colleagues in a team meeting. We look at DSM V (the diagnostic criteria for ADHD) to help us decide whether ADHD looks likely.
  2. We meet with you to feedback our assessments. If ADHD seems to be part of the picture, we talk about pros and cons of diagnosis and think about what would be most helpful to you.
  3. We provide two reports – one written for adults (parents, schools and GPs) and the other written for the child or young person.
  4. Finally, we offer a school meeting to feedback information, and to consider what might be the most helpful next steps in accessing the right support for learning at school.

If you want more information and support on ADHD download our leaflets:

ADHD leaflet (5)

parent group leaflet

If you have any questions about this process, please do not hesitate to contact me at Islington Community CAMHS:

Vicky Mattison (Clinical Psychologist)

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Last updated on 14th December 2017