ADHD evaluations at Anchor EEC serve individuals from age 5 through adulthood. For many clients, this is the first time they have ever received a formal diagnosis. Whether a school raised the concern, a parent noticed something at home, or an adult has been managing quietly for years without knowing why things feel harder than they should, a comprehensive evaluation gives everyone the same thing: real answers, grounded in data.
For school-age children and teens, attention and focus concerns often surface in the classroom before a family realizes how serious they are. Rebecca evaluates what is behind the difficulty so that interventions, accommodations, and support are actually matched to the real problem.
ADHD does not always get identified in childhood. Many adults arrive at this evaluation after years of wondering why focus, organization, or follow-through have always been harder for them than for others. A formal evaluation at any age can open doors to support, treatment, and workplace accommodations that make a real difference.
Every evaluation ends with a comprehensive written report that explains the findings in plain language. Rebecca reviews the report with you in person at a feedback session so there are no open questions. You can share the report with your child's school, a pediatrician, or any other provider.
Rebecca works directly with each individual. No assistants, no shortcuts. The process is designed to gather enough data to draw a defensible clinical conclusion.
Rebecca begins with a detailed interview covering developmental history, current concerns, school or work performance, and family context. For children, this includes a parent interview. For adults, it is a direct conversation about their history and what prompted them to seek an evaluation now.
Rebecca administers a battery of standardized assessment measures one-on-one with the individual. This includes cognitive testing, attention and executive function tasks, behavioral rating scales from multiple informants, and additional measures as the picture warrants. Testing typically spans one to two sessions.
Rebecca integrates all of the data into a written report and reviews every finding with you in person. You leave with the full report in hand and a clear sense of what the evaluation found, what it means, and what options are available to you.
Rebecca selects from a range of validated tools based on the individual's age and the specific referral question.
One of the most important things Rebecca brings to an ADHD evaluation is a clear-eyed view of what else could be causing the symptoms. Many different conditions can produce the same outward appearance: difficulty focusing, restlessness, trouble following through, poor organization. Without formal testing, these signs are easy to attribute to ADHD when the real cause is something else entirely.
A learning disorder is one of the most common culprits. When a student struggles to read or process written material, they may look inattentive or avoidant in ways that mirror classic ADHD presentation. If the reading problem is not identified, the student ends up with a diagnosis that does not fit and interventions that do not help. Anxiety produces a similar pattern. A child who is overwhelmed by worry can appear scattered, distracted, and unable to complete tasks for reasons that have nothing to do with attention regulation.
Rebecca's evaluation process is designed to work through these possibilities systematically. She looks at cognitive ability, academic performance, attention measures, behavioral ratings, and emotional functioning together, not in isolation. The goal is to gather enough data to say with confidence whether this is ADHD, something else, or a combination of both.
That distinction matters because it determines what comes next. A correct diagnosis leads to targeted treatment. An incorrect one delays real help for years.
If the data supports an ADHD diagnosis, the report documents it in a format your child's pediatrician or your own physician can use to discuss treatment options, including whether medication might be appropriate. The report also includes specific recommendations for school accommodations and strategies for daily life.
If the evaluation finds a learning disorder, anxiety, or another condition at the root, the report identifies that clearly and points toward the right kind of help. Treating the correct problem is the difference between a child who finally makes progress and one who keeps struggling despite everyone's best efforts.
Beyond the physician and school conversations, Rebecca can connect families and adults with counselors who specialize in ADHD for coping strategies, organizational skill-building, and ongoing support. The evaluation is the foundation; what you build on it depends on what the results show.
Rebecca evaluates individuals from age 5 through adulthood. Many of her clients are children whose parents have been wondering for years whether ADHD is the right explanation. Others are adults who have managed on their own for decades and are finally seeking a formal diagnosis. There is no wrong time to get clarity.
Brief behavioral checklists can flag a concern, but they cannot distinguish ADHD from other conditions that look similar. A full evaluation includes one-on-one testing, clinical interviews, multiple rating scales, and review of background history. That depth is what makes a differential diagnosis possible, and it is what doctors need to make informed decisions about treatment.
Yes, and this is one of the most important reasons to do formal testing. When a student struggles to focus during reading or math, it can look exactly like attention problems. But if the underlying cause is a reading disorder or a processing deficit, treating it as ADHD will not help. A thorough evaluation separates the two so that the real problem gets the right intervention.
Absolutely. A child dealing with anxiety, depression, or significant stress at home can appear inattentive, restless, or unable to follow through on tasks. These behaviors overlap with ADHD symptoms considerably. Rebecca's evaluation process includes emotional and behavioral assessment alongside cognitive and attention measures, so the full picture is captured.
The report belongs to you. Most families share it with their child's pediatrician or primary care physician to discuss whether medication is appropriate. You can also use it with your child's school to pursue accommodations, or connect with a counselor who specializes in ADHD for coping strategies and skill-building. Rebecca reviews every finding with you in a feedback session so you understand what the report says and what your options are.
Yes. Independent evaluations from a Licensed Psychological Associate are accepted by public and private schools. If your child qualifies for a 504 plan or IEP accommodations, the report provides the documentation schools need. Rebecca writes her reports in clear language that educators can act on.
Whether you are asking about a child or seeking clarity for yourself, a short conversation with Rebecca is the right first step. Call or email today to discuss what the evaluation process looks like for your situation.