ADHD Assessment Report Template for Psychologists

CONFIDENTIAL PSYCHOLOGICAL EVALUATION

Client: L.C. | DOB: 08/22/2011 | Age at Testing: 14 years, 6 months Grade: 9th | School: Jefferson High School Dates of Evaluation: 03/05/2026, 03/12/2026 Date of Report: 03/19/2026 Evaluator: [Name], PhD, Licensed Psychologist

Referral Information: L.C. is a 14-year-old ninth-grade male referred by his parents and pediatrician (Dr. Amara Okafor) for a comprehensive evaluation to assess for possible ADHD. His parents report that L.C. has struggled with organization, task completion, and sustained attention since elementary school, but that these difficulties have become significantly more problematic since entering high school. His current GPA is 2.1, down from 3.2 in eighth grade. His English teacher recently recommended evaluation after observing that L.C. "seems to understand the material but cannot get assignments done on time or stay focused during independent work."

Relevant History: L.C. was born full-term following an uncomplicated pregnancy and delivery. Developmental milestones were met within normal limits. Parents describe him as an active, talkative child who was "always on the go" but was well-behaved in structured settings. Elementary school report cards consistently noted: "L.C. is bright and capable but needs to work on staying on task and completing work." He received no special education services or prior testing. Medical history is unremarkable — no head injuries, seizures, or chronic medical conditions. Currently takes no medications. Vision and hearing screening within normal limits (09/2025). Sleep is reported as adequate (8-9 hours). Family history is significant for ADHD in the biological father (diagnosed in adulthood, currently taking methylphenidate) and a maternal aunt with generalized anxiety disorder. L.C. denies substance use. No prior mental health treatment.

Behavioral Observations: L.C. presented as a friendly, cooperative adolescent who appeared his stated age. He was casually dressed with adequate grooming. Rapport was established quickly — he was talkative and engaged, particularly during conversation, but became visibly restless during paper-and-pencil tasks. He frequently shifted position, tapped his pencil, and glanced around the room during timed tests. He required redirection to task three times during the CPT-3 (20-minute sustained attention task). Effort appeared adequate on most measures, though he rushed through several subtests and made careless errors on items he likely could have completed correctly with more time. On tasks with immediate feedback or novelty, his attention and performance improved noticeably. These observations are consistent with the profile of an individual who performs better in structured, novel, one-on-one settings than in unstructured, routine classroom environments — a pattern common in ADHD.

Assessment Results:

Cognitive Ability — WISC-V:

L.C.'s Full Scale IQ of 108 places him in the Average range, though significant variability across index scores makes the FSIQ a less meaningful summary. His verbal reasoning and fluid reasoning abilities are in the High Average range, indicating strong intellectual potential. However, his Working Memory (94) and Processing Speed (89) are significantly lower than his reasoning abilities — a 26-point discrepancy between his Verbal Comprehension Index and Processing Speed Index. This pattern of strong reasoning with relatively weaker working memory and processing speed is one of the most consistently documented cognitive profiles in ADHD.

Academic Achievement — WIAT-4 (selected subtests):

Academic achievement is broadly consistent with cognitive ability, ruling out a specific learning disorder in reading or math. Written Expression is a relative weakness (88, 21st percentile), consistent with parent and teacher reports that L.C. struggles with organizing his thoughts in writing and producing written work of a length and quality commensurate with his verbal ability. This pattern is common in ADHD and likely reflects executive function deficits (planning, organization, sustained effort) rather than a language-based writing disorder.

Attention — Conners CPT-3:

CPT-3 results indicate significant attentional difficulties. Omission errors were Very Elevated (T=71), indicating frequent lapses in sustained attention. Commission errors were Elevated (T=62), suggesting impulsive responding. Most notably, Hit Reaction Time Standard Deviation was Very Elevated (T=72), reflecting highly inconsistent response speed — a hallmark of ADHD. L.C.'s performance deteriorated significantly in the second half of the test, consistent with difficulty sustaining attention over time.

ADHD Rating Scales — Conners 4:

Both parent and teacher ratings are clinically elevated across all ADHD-related scales. Inattention and executive dysfunction are the most elevated domains. Convergence across informants strengthens diagnostic confidence.

Executive Functioning — BRIEF-2:

BRIEF-2 results reveal clinically significant executive function deficits, particularly in working memory, planning/organization, initiation, and task monitoring. Both parents and teachers report that L.C. has significant difficulty starting tasks, keeping track of assignments, organizing materials, and monitoring his own work. These are the executive domains most commonly impaired in ADHD.

Broadband Behavior — BASC-3 (Parent and Teacher):

Attention Problems: Clinically Significant (Parent T=72, Teacher T=76). Hyperactivity: At-Risk (Parent T=63, Teacher T=67). Anxiety: Average range (Parent T=52, Teacher T=49). Depression: Average range (Parent T=48, Teacher T=51). Conduct Problems: Average range (Parent T=50, Teacher T=53). Adaptive Skills composite within normal limits.

DSM-5-TR Criteria Analysis:

Inattention symptoms endorsed (7 of 9 — meets threshold): (a) Fails to give close attention to details / makes careless errors — YES (parent, teacher, and CPT-3 data) (b) Difficulty sustaining attention in tasks — YES (parent, teacher, CPT-3, and behavioral observations) (c) Does not seem to listen when spoken to directly — YES (parent report) (d) Fails to follow through on instructions / finish schoolwork — YES (parent, teacher; GPA decline supports) (e) Difficulty organizing tasks and activities — YES (parent, teacher, BRIEF-2) (f) Avoids tasks requiring sustained mental effort — YES (parent report of homework avoidance; written expression weakness) (g) Loses things necessary for tasks — YES (parent and teacher report) (h) Easily distracted by extraneous stimuli — NO (not consistently reported) (i) Forgetful in daily activities — YES (parent report)

Hyperactivity-Impulsivity symptoms endorsed (5 of 9 — meets threshold for age 17+; at threshold for under 17): (a) Fidgets / squirms — YES (teacher report and behavioral observations) (b) Leaves seat — YES (teacher report) (c) Runs/climbs inappropriately — NO (d) Unable to play/engage in leisure quietly — NO (e) "On the go" / "driven by a motor" — YES (parent report of childhood; less prominent currently) (f) Talks excessively — YES (parent and teacher report) (g) Blurts out answers — YES (teacher report) (h) Difficulty waiting turn — NO (not consistently reported) (i) Interrupts or intrudes — NO (not consistently reported)

Additional criteria:

• Duration: Symptoms present for well over 6 months — documented since elementary school
• Age of onset: Report cards and parent history confirm symptoms present before age 12
• Pervasiveness: Symptoms documented at home (parent) and school (teacher) — two settings confirmed
• Functional impairment: GPA decline (3.2 to 2.1), teacher concerns, difficulty completing assignments, organizational difficulties — impairment documented in academic functioning
• Exclusionary: Symptoms not better explained by anxiety (BASC-3 anxiety in average range), depression (BASC-3 depression in average range), learning disorder (achievement commensurate with ability except written expression), or substance use (denied)

Diagnostic Formulation: L.C. presents with a consistent pattern of inattention, hyperactivity-impulsivity, and executive dysfunction that is supported by converging evidence across multiple sources (parent, teacher, clinician observation) and multiple methods (clinical interview, standardized rating scales, cognitive testing, continuous performance testing). His cognitive profile — strong verbal and fluid reasoning with relatively weaker working memory and processing speed — is characteristic of ADHD. His CPT-3 performance, particularly the highly variable reaction time and elevated omission errors, provides objective evidence of sustained attention deficits. Importantly, his academic underperformance relative to his measured cognitive ability is consistent with functional impairment secondary to ADHD rather than low intellectual ability. Anxiety and depression were ruled out as primary explanations based on BASC-3 ratings in the average range and clinical interview. A specific learning disorder was ruled out based on achievement scores broadly consistent with cognitive ability.

DSM-5-TR Diagnosis:

• Attention-Deficit/Hyperactivity Disorder, Combined presentation, Moderate (F90.2)

Recommendations:

Treatment:

1. Refer to pediatrician or child psychiatrist for medication evaluation. Stimulant medication (methylphenidate or amphetamine class) is the first-line evidence-based pharmacological treatment for moderate to severe ADHD in adolescents.
2. Individual therapy focused on organizational skills training and executive function coaching. Consider the Organizational Skills Training (OST) protocol or similar structured program.
3. Psychoeducation for L.C. and his parents about ADHD, including its neurobiological basis, to reduce self-blame and support effective management.

School Accommodations (recommended for Section 504 Plan):

1. Extended time on tests and major assignments (time-and-a-half)
2. Preferential seating near the teacher and away from distractions
3. Written instructions for multi-step assignments
4. Permission to use a planner or digital organizational tool; weekly check-ins with a teacher or counselor to review planner
5. Break long assignments into smaller segments with intermediate deadlines
6. Reduce penalties for late work while organizational skills are developing
7. Access to a quiet testing environment for exams
8. Permission to use a word processor for written assignments

Home Strategies:

1. Establish a consistent homework routine with a designated, distraction-reduced workspace
2. Use visual checklists for daily routines (morning, after school, bedtime)
3. Implement a system for organizing school materials (color-coded folders by subject)
4. Provide brief, one-step instructions rather than multi-step verbal directions
5. Build in physical activity breaks during homework