ADHD in Children

• Clinical Assessment: A healthcare professional, such as a pediatrician, child psychologist, or psychiatrist, will conduct a comprehensive clinical assessment. This involves a thorough examination of the child's medical history, developmental history, and current symptoms.
• Behavioral and Observational Assessments: Behavioral rating scales completed by parents, teachers, and sometimes the child can provide valuable information about the child's behavior in different settings. Direct observations of the child's behavior may also be conducted.
• Cognitive Testing: Assessments of cognitive functioning, attention, and executive functions may be included to identify strengths and weaknesses.
• Diagnostic Criteria: The assessment is often based on established diagnostic criteria, such as those outlined in the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition).

A 504 plan is part of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). It provides accommodations and support services to students with disabilities, including ADHD, to ensure they have equal access to education. Theprocess typically involves the following:

• Referral for Evaluation: A parent, teacher, or school staff member can initiate a referral for a 504 evaluation if they believe the child has a disability that impacts their ability to learn.
• Evaluation Team: A team, which may include the parents, teachers, school administrators, and relevant professionals, reviews information about the child's needs and determines if a 504 plan is appropriate.
• 504 Plan Development: If the child is found eligible, a 504 plan is developed. This plan outlines specific accommodations and support services that will be provided to help the child succeed academically.

• Individualized Education Program (IEP): In some cases, children with ADHD may qualify for special education services through an IEP. The IEP is a legally binding document that outlines the child's specific educational needs and the services and accommodations that will be provided.
• Accommodations: Common accommodations for students with ADHD may include extended time on tests, preferential seating, use of fidget tools, and breaks as needed.
• Behavioral Interventions: The school may implement behavioral strategies and interventions to address specific challenges related to ADHD.
• Communication and Collaboration: Regular communication between parents, teachers, and relevant school staff is essential to monitor the child's progress and make adjustments to the support plan as needed.