My Approach to ADHD Evaluation
My Approach to ADHD Evaluation
Minsu Kim, Ph.D. | U.S.-Licensed Clinical Psychologist
PACE Psychology · Pyeongtaek, South Korea
Minsu Kim, Ph.D. | U.S.-Licensed Clinical Psychologist
PACE Psychology · Pyeongtaek, South Korea
When parents bring their child for an ADHD evaluation, I want them to understand how I reached my conclusions, what the findings mean for their child, and where to begin with support at home and school.
When parents bring their child for an ADHD evaluation, I want them to understand how I reached my conclusions, what the findings mean for their child, and where to begin with support at home and school.
The examples below focus on children. I also evaluate adults, taking the same time to understand their history and explain the findings.
The examples below focus on children. I also evaluate adults, taking the same time to understand their history and explain the findings.
Understanding what has changed in your child's life
Understanding what has changed in your child's life
“When did your family come to Korea?”
“When did your family come to Korea?”
This is a question I ask every family who has moved here. I asked similar questions when evaluating refugees and immigrants in the United States, because I needed to understand the circumstances surrounding their difficulties.
This is a question I ask every family who has moved here. I asked similar questions when evaluating refugees and immigrants in the United States, because I needed to understand the circumstances surrounding their difficulties.
Here in Korea, I ask about new schools, friendships, language, and adjustment to daily life. Were attention problems present before the move? Did existing difficulties become more noticeable, or did the concerns begin afterward?
Here in Korea, I ask about new schools, friendships, language, and adjustment to daily life. Were attention problems present before the move? Did existing difficulties become more noticeable, or did the concerns begin afterward?
For military and multicultural families, these details can be especially relevant. I consider them alongside development, family history, health, medications, and relationships. I also want to hear how the child understands what has been happening.
For military and multicultural families, these details can be especially relevant. I consider them alongside development, family history, health, medications, and relationships. I also want to hear how the child understands what has been happening.
Explaining why a diagnosis fits
Explaining why a diagnosis fits
If the findings support ADHD, I explain which criteria are met and which presentation fits: predominantly inattentive, predominantly hyperactive-impulsive, or combined. If the criteria are not met, I explain why. When information is incomplete, I am clear about what remains uncertain.
If the findings support ADHD, I explain which criteria are met and which presentation fits: predominantly inattentive, predominantly hyperactive-impulsive, or combined. If the criteria are not met, I explain why. When information is incomplete, I am clear about what remains uncertain.
Anxiety, depression, sleep problems, or a specific learning disorder may help explain the concerns or occur alongside ADHD. If I identify another condition, I explain what led me to that conclusion and how it relates to the difficulties you came in to understand.
Anxiety, depression, sleep problems, or a specific learning disorder may help explain the concerns or occur alongside ADHD. If I identify another condition, I explain what led me to that conclusion and how it relates to the difficulties you came in to understand.
I consider test results together with developmental history and information about daily life across settings. A single score cannot, by itself, confirm or rule out ADHD.
I consider test results together with developmental history and information about daily life across settings. A single score cannot, by itself, confirm or rule out ADHD.
Making room for your questions
Making room for your questions
At the beginning of a feedback session, I tell parents they are welcome to interrupt me at any time.
At the beginning of a feedback session, I tell parents they are welcome to interrupt me at any time.
If something does not make sense, I want to hear it then. You do not need to wait until I finish going through the report.
If something does not make sense, I want to hear it then. You do not need to wait until I finish going through the report.
When the evaluation includes measures of cognitive abilities, attention, or executive functioning, I explain the findings in everyday language, including their limits. We discuss how strengths and difficulties may relate to learning, behavior, and daily routines.
You can share the report with people involved in your child's education or care. Teachers can use the recommendations to plan support. Questions about the clinical meaning of test results should be discussed with a qualified professional who can interpret the full evaluation.
Helping you use the findings
Helping you use the findings
I want recommendations to make clear what parents can try at home, what help to request at school, and why those steps may help. We also discuss likely obstacles and what may need to change if an approach is not working.
I want recommendations to make clear what parents can try at home, what help to request at school, and why those steps may help. We also discuss likely obstacles and what may need to change if an approach is not working.
For school discussions, I guide parents toward the diagnostic findings and recommendations to review with a teacher or school counselor. Where applicable, these may inform discussions about a 504 plan or an Individualized Education Program (IEP). Eligibility and services are determined through the school's own process.
For school discussions, I guide parents toward the diagnostic findings and recommendations to review with a teacher or school counselor. Where applicable, these may inform discussions about a 504 plan or an Individualized Education Program (IEP). Eligibility and services are determined through the school's own process.
If your child is already receiving therapy, sharing the report with their therapist may be helpful. When needed and with your consent, I can clarify findings with school staff or treating professionals. I may also provide a letter to a school or another organization when clinically appropriate.
If your child is already receiving therapy, sharing the report with their therapist may be helpful. When needed and with your consent, I can clarify findings with school staff or treating professionals. I may also provide a letter to a school or another organization when clinically appropriate.
Discuss an ADHD Evaluation
Discuss an ADHD Evaluation
To discuss an ADHD evaluation for yourself or your child, please contact PACE Psychology.
To discuss an ADHD evaluation for yourself or your child, please contact PACE Psychology.