11.6: Identifying Students with Attention-Deficit/Hyperactivity Disorder

The identification of individuals with ADHD is a comprehensive process that involves multiple measures such as interviews, academic testing, and observation. If a student is exhibiting ADHD symptoms, the first step is a medical evaluation to rule out other medical problems that might be causing the inattention, hyperactivity, or impulsivity (Smiley et al., 2022).

If students are exhibiting symptoms of ADHD before they enter school, they will most likely be diagnosed by their primary healthcare provider (e.g., pediatrician) or a mental health professional (e.g., psychologist or psychiatrist). Once a child enters school, a teacher may identify them for the school’s pre-referral process. If the pre-referral interventions are not successful, a formal referral is made for evaluation to determine eligibility for special education and related services. The pre-referral and referral process may include the students’ teachers, the special education teacher, and the school psychologist, as well as the student’s pediatrician or primary care physician.

Often, parents and teachers are interviewed by a clinician, such as a school psychologist. Parent and teacher interviews provide information about the student’s current behavior across multiple settings. When appropriate, the student may also be interviewed about their perspective regarding their behavior, which gives the clinician an opportunity to observe the student. The school psychologist may also use ADHD-specific rating scales such as the Attention-Deficit/Hyperactivity Disorder Test (Gilliam, 2015) and the Conners Rating Scale-Revised (Conners, 2008). Finally, both educators and school psychologists may directly observe a student’s behavior in different settings to document the frequency of problematic behaviors and the duration of behaviors. For example, a classroom teacher may document how long a student is able to focus on a task (Smiley et al., 2022).

It is important to note that medication is the primary intervention for students with ADHD. However, students should also receive behavioral interventions that promote the use of self-regulation strategies in and outside of school.

---

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.

Gilliam, J. (2015). Attention-deficit/hyperactivity test (2nd ed.). Pro-Ed.

Conners, C. (2008). Conners rating scale–Revised (3rd ed.). Multi-Health Systems.