Attention-Deficit Hyperactive Disorder (ADHD) is a neurotype or brain type where attention is managed differently in the brain. A common myth is that ADHD brains do not have enough attentional resources to focus, however, latest research tells us that ADHD brains instead manage their attention differently; and as a result, they can either focus too much or two little on a task or activity. There are also different types of ADHD brains. Some ADHDers experience challenges regulating their attention and may be forgetful, distractable, daydreamy or have difficulty following instructions. Other ADHDers experience difficulty managing their energy and can be hyperactive, impulsive, restless or always “on the go.” Some ADHDers will experience both inattention and hyperactivity. Please see the attached fact sheet below for common traits in children and teens

An ADHD assessment is a comprehensive evaluation that helps to answer whether your child experiences differences in their brain's ability to regulate attention/activity levels. It can provide insights into your child's cognitive profile, academic performance and screen for co-occurring learning problems. For more information on the structure of our ADHD assessments, please see the attached flyer below.

Our ADHD assessments include a parent/guardian interview, teacher or tutor, 2 x assessment sessions with the young person and a feedback session with a comprehensive report. Please see our ADHD assessment fact sheet for further details on the process

A cognitive assessment helps the psychologist to better understand your child’s cognitive profile. This can help us to identify individual strengths and weaknesses. Commonly, ADHDers will have spiky profiles, with lower working memory and processing speed

Cognitive assessments or intelligence tests (IQ) are used to determine a child’s learning capability by identifying their cognitive strengths and weaknesses. When interpreted in combination with background information and/or parent and teachers interviews, the results of cognitive tests can provide a profile which can assist with the development of individualised intervention and learning plans for children.

Cognitive assessments with children require the administration of standardised psychometric tools by experienced and accredited psychologists. These tools can assess various areas of cognitive capacity, for example: Verbal Comprehension: the ability to use a range of vocabulary to understand and express general knowledge and explain concepts Visual Spatial: the ability to evaluate visual details and understand visual spatial relationships Fluid Reasoning: the ability to use conceptual information from visual details and apply that knowledge Working Memory: the ability to learn, manipulate and retain information to complete new tasks Processing Speed: the ability to quickly process and make judgements about visual information Depending on the age of the young person, our psychologists use either the Weschler Intelligence Scales for Children (WISC-V) the Weschler Preschool and Primary Scale of Intelligence (WWPSI) or the Weschler Adult Intelligence Scale (WAIS).

A cognitive (or educational) assessment begins with a brief interview discussing the history of the child’s learning and current concerns. Parents / guardians are encouraged to bring recent school reports and any previous assessments. Depending on the referral reason, the assessment may then take between one to two assessments sessions with the child. The sessions involve asking the child to complete several different activities using a developmentally appropriate assessment tool (e.g., Weschler Intelligence Scales for Children, WISC-V, Weschler Preschool and Primary Scale of Intelligence, WWPSI, and Weschler Individual Achievement Test, WIAT-III). Depending on the child’s age and individual needs, the parent may be asked to sit in the waiting room during the assessment. If under 6 years, the cognitive assessment involves activities that include solving puzzles, making patterns with blocks, responding to questions and using a stamp to search for a target on the page. If over 6 years, our cognitive assessment involves activities that mostly take place on the iPad. The young person completes puzzles, answers questions and selects images in response to the psychologists' prompts.   A comprehensive report containing the outcome of the assessment and recommendations are discussed to parents / guardians at the feedback session.

An educational assessment helps the psychologist to assess for difficulties with reading, writing and maths but also helps to observe behaviour in a session with classroom demands. It provides an opportunity to observe cognitive effort from the young person in real-time whilst also providing an opportunity to assess their own insights.

An educational assessment is a comprehensive evaluation that helps you understand your child's learning strengths and challenges. Together with a cognitive assessment, it can provide insights into: Learning difficulties (e.g., dyslexia, dyscalculia) Giftedness Academic performance compared to age expectations Attention-Deficit Hyperactive-Disorder

When we assess a young person's academic skills in reading, writing and maths, we are able to determine where their performance sits compared to same-aged peers. For example, using standard tests, we are able to ascertain whether they are performing at age- or grade- expectations. Our educational testing tools alone do not provide psychologists with a sense of a child's individual learning potential, just their skills compared to same-aged peers. We need conduct a cognitive assessment as part of the process so that we have a sense of a child's own learning potential. For example, if a child is average in spelling in their educational testing but looking closer at their cognitive profile, we can ascertain that their verbal abilities are well-above average, then support for the child in that learning area may be overlooked.

Our educational assessment process, typically includes a parent session, teacher consultation, three assessment appointments and a feedback session. For more information about our structure, please see the attached pdf below.

Our ADHD assessments are $2200 (deposit of $300 then 2 x instalments of $600 and a final instalment of $700). If we do not require all assessment sessions to answer your referral question, then the overall cost is reduced.

Yes, we offer a few different payment options to assist families to manage the cost of the assessment. The assessment can be paid in instalments across the assessment sessions (pay on the day of service) or can be split across 10 weekly payments. Please ask our reception about our payment plan options.

Generally, medicare does not offer any rebates for ADHD assessments. If an ADHD assessment occurs with the context of an autism assessment, then one session can be claimed under the HCAA funding scheme. NDIS generally does not cover assessments unless their aim is to review functioning. It is best to ask your plan manager whether an assessment can be funded in your plan. Some private health funds will provide rebates for assessments. Clients will need to check with their individual provider.

Depending on the age and comfort level of your child, the psychologist will aim to assess your child alone without a parent present. We find that parents remaining in the room can add some additional pressure to the child's mindset. Our psychologists are skilled at managing inattention and dysregulation when it arises, and it will be important for our psychologists to observe your child's natural responses to classroom-equivalent work to help answer the referral question and gain insight into their thought patterns. If a child has difficulty separating, the psychologist will accommodate to make sure they are comfortable. If a parent does remain in the room, they will be asked not to participate in the assessment, to ensure accuracy of the results. If you have concerns, the parent session is a great opportunity to raise them with the psychologist.

No, you do not need a referral. You can self-refer for an assessment. Following the assessment, you may be referred to a paediatrician or GP to assist with medication management. Psychologists cannot prescribe medication.

Yes, there are multiple pathways to an ADHD diagnosis which does make it tricky for families to know which pathway to take. If you are already linked in with a paediatrician, then it may be most efficient (and cost effective) to book a consultation with them to consider whether they can confirm a diagnosis for your child or teen. Sometimes, paediatricians will recommend further assessment with a psychologist to consider a child’s cognitive and academic profile before they confirm a diagnosis. For example, if a child is struggling with their learning, a psychological assessment may be necessary to consider alternate diagnoses or co-morbid presentations. Paediatricians and psychiatrists support ADHDers by considering whether medication may reduce symptomatology and improve quality of life. Not all families are seeking medication and querying ADHD diagnosis may be more about supporting the young person (and their parents) to understand more about their brain and put in strategies/accommodations to support them at home and at school. Some families choose diagnosis through a psychologist for a more comprehensive assessment. If medication is something you are seeking, then often going straight to a paediatrician or psychiatrist will be the most cost-effective process. If you are not sure which pathway to take, booking a parent session with a Mind & Seek psychologist as a starting point can be helpful. We understand that it is a costly process for families and aim to suggest the most efficient, comprehensive and cost-effective pathway for your family.

At Mind & Seek, we understand that our assessments are a big cost for families. We aim to keep the assessment process as efficient and cost-effective as possible. If a client is familiar to us, we can tailor the assessment package above to include the essential parts of the assessment required to ensure confidence in our clinical decision making. In these instances, the psychologist may already have insight into observable or reported behaviours in session and will reduce assessment sessions where possible. It is also important that our psychologist schedule targeted sessions to help their decision making, which might mean going over behaviours previously mentioned. Our report writing time is often the same whether the client is existing or new to us.

Many parents are unsure how diagnosis will benefit their child, especially if they appear to be functioning well at school and at home. One of the big benefits of diagnosis is helping the young person to better understand themselves. In our line of work, we have a front row seat to the cognitions children have about themselves. Many ADHDers feel different from others and if undiagnosed, they do not understand why. Some ADHDers blurt our answers, finish other people’s sentences, have difficulty waiting their turn or interrupt people because their brain is working a million miles an hour. Other ADHDers can appear daydreamy and preoccupied, disorganised and forgetful. They can struggle to start and finish tasks and can appear easily distracted and unfocused. Others find ways of accommodating for their cognitive effort by masking or hiding their behaviours, which can lead to cognitive fatigue. Negative feedback from others can prompt cognitions such as, “what’s wrong with me?” “why did I just say that?” “why can’t I listen like everybody else?” “why can’t I relax?” “I must be stupid.” As cognitive demands increase with schooling, sometimes the differences become easier to see, and this can cause anxiety, depression and social withdrawal. Understanding brain differences and coming up with a family plan to accommodate for them at home and at school can help a child feel seen and heard and help them to develop a positive self-concept. Post-diagnosis, parents and teachers often better understand the ADHDer and can seek resources themselves to help manage challenging behaviours (such as intense emotions) and promote the young person’s independence.

Yes, our psychologists are skilled at identifying ADHD in adults. Nevertheless, unlike people under 18 years, adults do not often require a cognitive or educational assessment to assist with diagnosis. Adults are able to go straight to a psychiatrist to assess for ADHD. When adults enquire for a standalone ADHD assessment, we often refer them to a psychiatrist for a more efficient and affordable option. Psychiatrists less commonly assess for Autism so if adults are seeking a combined Autism/ADHD diagnosis then we are able to assist to assess for ADHD at the same time we assess for Autism. Please see our adult autism assessment FAQ for more information. If you are not sure where to begin your journey to be identified as an ADHDer and are reluctant to go straight to a psychiatrist, we recommend booking a 1-hour session with one of our psychologists who can explore further with you whether an ADHD assessment is appropriate for you.