Frequently Asked Questions regarding Psychological and Educational Testing and Assessments of Children and Teens

Dr. Michelle Matusoff, Clinical Psychologist, Newport Beach, Orange County, California

How do I tell if my child has ADHD?

My child seems hyperactive – could he have ADHD?

Will my child have to take medication?

How can I tell if my child needs to be tested?

My child is really struggling, but we’re convinced that he’s just lazy. How can we motivate him?

Won’t it work against my child to go through life with a label?

What is Asperger’s Disorder, and how is it different from Autism?

How do I tell if my child has ADHD?

Unfortunately, there is no single test (psychological test or brain scan) that can accurately diagnose ADHD. Adding to the confusion is the fact that many different disorders can look like ADHD. My recommendation is a full psychological evaluation which includes a cognitive (IQ) assessment, an achievement measure, feedback from parents and teachers, and behavioral observation, as well as various instruments to rule out other childhood disorders with symptoms similar to those of ADHD.

My child seems hyperactive- could he have ADHD?

Hyperactivity is a relative term. Children present with different temperaments and levels of activity, and an active child is not necessarily a hyperactive child. Unfortunately, many a child has been placed on psychostimulant medication because the only criteria examined was the child’s activity level. There are many tools and strategies available for non-ADHD children who present with a high level of activity. A comprehensive psychological assessment is the most effective tool for diagnosing ADHD.

Will my child have to take medication?

There is no doubt that medication can be life-changing if it is truly warranted. The most important first step is to get an accurate diagnosis. There are many childhood disorders that share the same symptoms, and it is crucial to determine the correct diagnosis before making any decisions about medication.

How can I tell if my child needs to be tested?

During my first contact with concerned parents, I ask many questions to determine to what extent the child’s functioning is impaired at school, at home and/or socially. Growing up is hard work, and most children will have some level of difficulty along the way. However, if your child is struggling at school, demonstrating serious behavior problems at home, and/or or unable to initiate and maintain social relationships, there may be something more going on.

My child is really struggling, but we’re convinced that he’s just lazy. How can we motivate him?

It is somewhat uncommon (though not impossible) to find that a child who is struggling in school is simply lazy. School is such a big part of a young child’s identity, and doing poorly in school sets the child up for a whole host of negative consequences that will eventually impact his/her self-concept. There are few children willing to go through this just to get out of doing work. When I hear words such as “lazy” and “unmotivated” in reference to a young child, I immediately suspect something more.

Won’t it work against my child to go through life with a label?

It depends. A label, or diagnosis, is only problematic if it is not accurate. When we avoid labeling (diagnosing), we are doing a real disservice to children. Without a diagnosis, we can’t determine the appropriate treatment. For example, if a child is diagnosed with anxiety, there are specific things we do in treatment that might not be done if the diagnosis were different. If we are afraid to “label,” we are unable to streamline treatment, and the child may move from one treatment to another with no improvement.

What is Asperger’s Disorder, and how is it different from Autism?

Asperger’s Disorder, frequently labeled “high-functioning autism,” is a neurodevelopmental disorder that is characterized by impairment in social interaction as well as preoccupations with certain interests, activities, and/or topics. Other features that are commonly observed in individual’s with Asperger’s Disorder include limited empathy, flat affect, pedantic/motonotonic speech, poor non-verbal communication, awkward posture/gait, and tendency to interpret everything literally.

Asperger’s Disorder is part of the “autistic spectrum,” a term that has evolved in recent years to indicate that Autism is a disorder that is wide ranging in terms of symptoms, severity, and level of functioning. As of now, the primary distinction between Asperger’s Disorder and “formal” Autism is that individuals with Asperger’s tend to present with a higher level of cognitive and adaptive functioning, and little or no delay in language skills.

Because individuals with Asperger’s Disorder tend to show a higher level of functioning, they are often not identified in early childhood. In addition, they are frequently targeted by peers due to their odd style of language and behavior, and are particularly vulnerable to bullying. Finally, it is not uncommon for children with Asperger’s to be misdiagnosed with Attention-Deficit/Hyperactivity Disorder, in cases that have not involved a comprehensive psychological assessment.