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An ADHD assessment can be provided by your local CAMHS provider, however if you feel the waiting time for an assessment with the NHS provider is too long you can access a private ADHD assessment with AG & Co Health.

An ADHD assessment will consist of a holisitc neurodevelopmental assessment of your child with an experienced childrens and adolescent mental health clinician with extensive experience with the NHS CAMHS services. The assessment will consist of a 2-3 hour appointment which can be arranged face to face or virtual. Prior to the appointment you will be sent a comprehensive ADHD assessment pack, which consists of Conner-3 validated rating scales for the parent, teacher and where relevant the child to complete, a strengths and difficulties questionnaires, and where appropriate a childrens communication checklist. All the information is then put together including the clinical assessment with the clinician to determine the appropriateness of a ADHD diagnosis. This assessment is carried out in accordance with NICE guidance (NG87) and the DSM-5th edition international manual

An ADHD assessment is usually carried out after a child's 6th birthday, the reason for this is due to a complicated process which the brain carries out called 'synpatic pruning'. This determines how well the brain is being wired and which parts of the brain are being pruned due to cell death and decay. This process begins to slow down and stabilise in early childhood, after the age of 6. Therefore assessing a child after the 6th birthday is a relaible indicator of how well this process has taken place and the impact of inefficient synaptic pruning.

The signs of ADHD can be categorised into signs of inattention and hyperactivity and impulsivity. 

Signs of inattention are: 

• having a short attention span and being easily distracted
• making careless mistakes – for example, in schoolwork
• appearing forgetful or losing things
• being unable to stick to tasks that are tedious or time-consuming
• appearing to be unable to listen to or carry out instructions
• constantly changing activity or task
• having difficulty organising tasks

Signs of hyperactivity and impulsivity are:

• being unable to sit still, especially in calm or quiet surroundings
• constantly fidgeting 
• being unable to concentrate on tasks 
• excessive physical movement 
• excessive talking 
• being unable to wait their turn 
• acting without thinking 
• interrupting conversations 
• little or no sense of danger

We know from research studies that genes play an important role in whether someone has ADHD. There are also lots of other factors involved, including social and environmental factors.

Family studies have found that the risk of being diagnosed with ADHD is nine times higher in siblings of someone with ADHD, when compared to siblings of someone without ADHD.

People who have neurodevelopmental disorders such as autism, are also more likely to have ADHD than people who don’t. Studies into twins and siblings have found common genetic risk factors for ADHD and other neuropsychiatric conditions. These include autism and other childhood neurodevelopmental disorders.

Sometimes parents feel blamed for not having controlled their child, but there is no evidence that poor parenting directly causes ADHD. However, it is important to note that parents can play a crucial role in helping and managing a child with ADHD.

About 1 in 3 children with diagnosis of ADHD can grow out of their condition and not require any treatment when they are adults. The majority who receive specialist treatment tailored to their needs may benefit considerably. They will have been able to catch up with their learning, improve their school performance and develop effective coping strategies that allow them to navigate challenges in both academic and personal settings more successfully.

A child suffering from ADHD needs treatment across all situations where the difficulties occur. This means support and help at home, school, with friends and community.

It is very important for the family, teachers, professionals to understand the child’s condition and how it affects them. As they grow up, the young person themselves needs to be aware of their condition and how to manage it.

Teachers and parents may need to use behavioural management strategies like reward charts. Parents and loved ones may find parent training programmes helpful, especially in managing the defiant behaviours which may arise from their hyperactivity.

At school, children may need specific educational support and plans to help with their daily work in classroom and also homework. They may also need help to build their confidence, develop their social skills.

It is important that there is good communication between parents the school and the clinician to ensure that the ADHD symptoms are treated as well as possible, and that the child achieves their best potential.

Medications can play an important role in managing the symptoms of ADHD. Medications can help to reduce hyperactivity and improve concentration. The improved concentration gives the child the opportunity and time to learn and practise new skills.

Children often say that medication helps them to get on with people, to think more clearly, to understand things better and to feel more in control of themselves. Not all children with ADHD will need medication.

A child with ADHD can present with very difficult behaviours at home, school or outside. However, there still needs to be boundaries and discipline. Having ADHD does not mean they will always disobey you or behave inappropriately. A healthy lifestyle, with balanced diet and activity, can help.

Children with ADHD can become easily frustrated because of their poor attention span and high energy levels. Some of the following can help manage these difficulties:

• Give simple instructions. Stand near them, look at them and tell them slowly and calmly what you want them to do, rather than shouting across the room.
• Praise your child when they have done what is required, however small it is.
• If needed, write a list of things to do and put it somewhere where it can be seen clearly (e.g. door of their room, bathroom).
• Break any task, like doing homework or sitting on dining table, to smaller time spans such as 15-20 minutes.
• Give them time and activities to spend their energy like basketball, swimming.
• Change their diet and avoid additives. There is some evidence about the effect of diet on some children. They may be sensitive to certain food additives and colourings. If parents notice that certain foods worsen hyperactivity, these may be avoided. 

ADHD is a behavioural disorder which often becomes obvious in early childhood. The behaviours are due to underlying problems of poor attention, hyperactivity and impulsivity.

Many children are inattentive and restless. This does not necessarily mean they are suffering from ADHD. The inattention or hyperactivity becomes diagnosed when they are exaggerated, compared with other children of the same age, and when they affect the child, their school, social and family life.

About 2 to 5% of school age children can suffer from ADHD. Boys are more commonly identified than girls.