ProblemShared
Early concerns
As a family, we had always wondered if our eldest son was neurodivergent. We picked up on a few early signs, but we were never certain, as we often thought his behaviour was typical of boys - especially one who had endured the challenges of COVID-19 lockdowns.
ADHD was first suggested as a possibility by my son’s teacher when he was six years old. He had trouble sitting still in the classroom, was easily distracted, found it difficult to follow instructions, and fidgeted often. He would also steal Blu-tack from classroom displays so that he had something to fiddle with!
We also noticed similar challenges at home, with my son finding it difficult to concentrate on daily tasks, showing frequent hyperactive behaviour, and having difficulty with regulating his emotions. However, we could not pursue a formal diagnosis until he turned seven years old.
Making this stage easier:
- During this time, I found it helpful to have an initial meeting with my son’s school. Together, we discussed his challenges at school and implemented some strategies to help him as we waited for a formal assessment. For instance, he was allowed to have fidget toys to play with in the classroom to channel his excess energy more productively.
- I also wrote down as much information as I could about my son’s strengths, challenges, and neurodiverse traits so that I had these ready for the assessment process.
The assessment process
When we first started the screening and assessment journey, I felt relieved that we may finally get access to the appropriate support for my son and have a greater understanding of his daily needs. When filling out the initial screening questionnaire, I had much greater clarity about how my son's brain worked. With each recognisable statement, things became clearer.
My child's school also filled out the screening questionnaire, and together, these results enabled us to pursue a formal assessment. During the next stage of my son's assessment, we provided greater detail about his childhood and developmental background, as well as the daily challenges and signs of ADHD that he faced. Receiving a diagnosis of ADHD has enabled us to put the support mechanisms into place that our son requires.
Tips for navigating this stage:
- Be open and honest with the medical professionals conducting the assessment, and don't be afraid to ask questions or voice any concerns you may have.
- Remember that you know your child best, and your input is invaluable in forming an accurate diagnosis and support plan.
- Find out as much as you can about ADHD and the assessment process. By staying informed, you will be better equipped to advocate for your child and make important decisions about their treatment.
- Be accurate and honest when filling out assessment questionnaires, and use past documentation, if required, to jog your memory about developmental milestones.
- Speak to other parents who have been through a similar experience for practical and emotional support.
- Work closely with your child’s school during the assessment process. Keep the school updated on the progress and any diagnosis or support plans that are put into place.
Talking to your child about their ADHD assessment
Explaining the ADHD assessment process to my son proved challenging, but we had always felt that it was important to keep him fully informed along the way. We had a conversation with him about what was happening and used age-appropriate and neuroaffirming language. We focused on the strengths and positives of his characteristics rather than highlighting any perceived weaknesses.
Based on my experience, here are some practical tips to consider when talking to your child about their ADHD assessment:
- Start by creating a safe and non-judgmental space for your child to talk to you about their thoughts and feelings.
- Use simple and plain language to explain ADHD and the assessment process to your child. The language you use must be appropriate for the age of your child.
- Always use neuroaffirming language when speaking to your child, focusing on their strengths and abilities instead of talking about “symptoms” and “deficits.”
- Encourage your child to ask any questions and express any concerns they may have about the ADHD assessment process, and practice active listening as they talk to you.
- Remind your child that you are there to support them every step of the way and that they can always come to you with any questions or concerns.
In my experience, speaking to my son openly about his ADHD has enabled him to become an advocate for both himself and his neurodivergent peers!
Final thoughts
Going through the ADHD assessment process has given me the opportunity to learn more about neurodivergence and the strengths and challenges that come with it. It has also helped me to better understand my son, and shown me how to adapt my parenting style to suit his unique needs. Remember that the assessment process is designed to help your child receive the support they need, so try to approach it with an open mind and a willingness to learn.
How to choose the best informant for an ADHD assessment
What is an informant?
When preparing for an ADHD assessment, it’s important for you to choose a reliable informant. An informant is someone who can provide us with valuable insights into your early childhood and development. They should also be able to provide information on how your symptoms affect you now. In this article, we will consider how to choose the best informant for your ADHD assessment, how to approach them, and what options are available if you don't have a suitable informant.
What is the purpose of an informant in an ADHD assessment?
Your chosen informant will tell us about any potential signs of ADHD that you displayed during your childhood, as well as those that you display now. Your informant can explain the impact that this has on your daily functioning.
An informant plays an important role in the ADHD assessment process, particularly if they have known you since childhood. They can provide evidence that your signs of ADHD meet clinical criteria, potentially warranting a diagnosis.
How does the process work?
Your informant needs to complete an Informant Questionnaire as part of the assessment process. This questionnaire will gather important details about your childhood, developmental milestones, medical and educational history, social characteristics, and neurodivergent traits, and how these have impacted your functioning.
Here is an overview of what your informant will be expected to do:
- The Informant Questionnaire can be accessed from the pre-assessment forms page of your client dashboard. You will need to download it and email it to your chosen informant.
- Once your informant has completed the Informant Questionnaire, they should send it back to you to re-upload onto your client dashboard with the rest of your pre-assessment forms.
Who to choose as your informant
To ensure that the information they provide is accurate and relevant, your informant should be somebody who has known you since childhood. Ideally, this should be a parent, caregiver, or sibling. However, if this is not possible, a long-term partner or close friend or employer can also act as your informant.
What to do if you don’t have a suitable informant for your ADHD assessment
Please note that it is NOT possible to act as your own informant for an ADHD assessment. However, we understand that there may be cases where an individual does not have anyone they can ask to be their informant.
While this isn’t ideal, we endeavour to make the process of accessing a ProblemShared ADHD assessment as inclusive as possible. Therefore, although involving an informant is an important part of ensuring a clinically robust assessment, our team will never turn a client away for being unable to source an informant. Instead, we will work closely with the individual to explore other avenues to gather the information needed for their ADHD assessment.
If you find yourself in this situation, please let our clinical team know that you do not have a suitable informant as soon as possible. A clinician will get in touch to discuss alternative options with you.
How to ask someone to be your informant
Reaching out to ask someone to be your informant can feel daunting. Here are a few things to consider when initiating a conversation with your chosen informant:
- Firstly, choose a suitable time and location to have this conversation. You should talk to your potential informant in a comfortable and private setting when neither of you is in a rush.
- Before starting this conversation, learn as much as possible about the ProblemShared ADHD assessment process. You will then be able to explain to your potential informant what their specific role will be. If they want to learn more about the process, you can direct them to this guide.
- Ensure they understand the potential benefits of an accurate diagnosis, such as access to appropriate treatment and support.
- Emphasise your informant's vital role in the ADHD assessment process and ensure they realise how valuable their support is to the outcome.
- Give your potential informant plenty of time to consider your request.
How to be the best informant possible for an ADHD assessment
What is an informant?
An ADHD assessment is an important first step towards getting an accurate diagnosis and access to much-needed support. In order to make an accurate diagnosis, our clinicians must be provided with the most comprehensive and accurate information possible.
A vital source of this information is an informant; a person who has known the individual being assessed since childhood. If someone has asked you to be their informant for an ADHD assessment, it's important that you know what the process entails so you can be the best ADHD informant possible.
Your role as an ADHD informant
As an ADHD informant, your role is to provide information for someone undergoing an assessment for ADHD. This involves completing the Informant Questionnaire which tells our clinical team about any potential signs of ADHD that the individual displayed during their childhood, as well as those that they display now. You can help us to understand the impact this has on their daily functioning.
An informant should provide as many examples of symptoms or behaviours as possible to show that an individual’s signs of ADHD meet clinical criteria, potentially warranting a diagnosis.
An overview of the process
When acting as an informant for a ProblemShared ADHD assessment, you will be asked to complete an Informant Questionnaire. This questionnaire will gather important details about the childhood, developmental milestones, medical and educational history, social characteristics, and neurodivergent traits of the individual being assessed.
Here is an overview of how to do it:
- The Informant Questionnaire will be made available to the individual being assessed, and they will be able to forward this to you via email.
- As an informant, you should then complete the Informant Questionnaire and return it to the individual being assessed so that they can return it to ProblemShared. Alternatively, you can send it directly to ProblemShared via email at ndassessments@problemshared.net.
Who can be an ADHD informant?
To ensure that the information provided is accurate and relevant, an informant should be somebody who has known the individual since childhood. This will preferably be a parent, caregiver, or sibling, although a long-term partner or close friend or employer can act as an informant if this is not possible.
How can I be a good ADHD informant?
To prepare you for your role as an informant for an ADHD assessment, here are a few practical tips:
- Spend some time finding out more about ADHD and the assessment process. This will help you prepare to complete the Informant Questionnaire.
- Reflect on the individual’s childhood and how they are now. Think about their unique characteristics and behaviours, their strengths and abilities, and any challenges they face in their daily life. This will help you to provide detailed and accurate information in the Informant Questionnaire.
- Gather any relevant information to help you provide the most accurate responses. For example, revisit early childhood memories (looking at old photographs can help to jog your memory), developmental milestone trackers, and educational records.
- If appropriate, consult with the individual being assessed before you complete the Informant Questionnaire. Find out what information they are comfortable with you discussing and what they would prefer you to keep private. This could include details about their medical history, personal life, or sensitive topics that they may not wish to disclose.
- Being an informant for an ADHD assessment is an important responsibility that requires attention to detail, honesty, and support. Remember that your role as an informant is invaluable, and by following the tips outlined in this article, you can be the best ADHD informant possible.
Completing the SNAP-IV form on behalf of your child
What is the SNAP-IV form?
The SNAP-IV form is an ADHD report scale for children. It’s comprised of 26 statements, each of which is rated on a 4-point scale. It screens for signs of inattentive, hyperactive, impulsive, and oppositional or defiant behaviours, and classifies them based on severity.
You need to give 2 copies of the SNAP-IV self-report form to your GP in order for them to refer your child to our service.
Who should complete each copy of the SNAP-IV form?
- The first copy of the SNAP-IV form needs to be completed by the parent/guardian of the child or young person who is seeking an assessment.
- The second copy of the SNAP-IV form needs to be completed by the teacher of the child or young person who is seeking an assessment.
Where can the SNAP-IV form be accessed?
- The blank SNAP-IV form can be downloaded from the self-report forms section of our Right to Choose homepage.
- You will need to download 2 copies of it.
- You should then give both completed SNAP-IV forms to your GP when you ask for your referral to our service.
Why does the SNAP-IV form matter?
The SNAP-IV form is an important screening tool used to identify children who may benefit from an ADHD assessment. By gathering information from both parents or caregivers and teachers, the SNAP-IV form allows clinicians to learn more about the child’s behaviours, experiences, and challenges across a range of settings, including school, home, and social environments.
How do you fill out the SNAP-IV form?
You can choose to either fill out the SNAP-IV form digitally or manually on behalf of your child. If you wish to fill it out digitally, you must have access to Adobe Acrobat.
When filling out the questionnaire, take some time to read each of the 12 statements carefully. Tick the box that most accurately represents how you feel about each statement, in reference to the child that you are completing it for. When you have completed the form, click the “Finish and save” button to save the file.
How to approach your child’s teacher or school and ask them to complete the SNAP-IV form
Since ADHD characteristics often impact performance and behaviour in the classroom, teachers and teaching staff are often the first to recognise these signs. If this is the case, your child’s teacher will already be aware of the situation, and will hopefully oblige to support you throughout the ADHD assessment process.
Whether they are currently aware of the situation or not, the insights your child’s teacher can provide about their experiences and behaviour in the classroom are invaluable. Therefore, it is crucial to get them involved in the ADHD screening process at an early stage.
Here are a few helpful tips when asking your child’s teacher or school to complete the SNAP-IV form:
- Schedule a meeting. Schedule a meeting with your child’s teacher and the school’s SEN lead so you have plenty of time to discuss the screening process with them. The school staff will likely have experience filling out the SNAP-IV form, so they may be able to guide you through the process.
- Plan for the meeting. Before meeting with your child’s teacher, ensure you fully understand the SNAP-IV form and make a note of any concerns or queries you have.
- Listen actively and make notes. Remember that you and your child’s teacher want the same thing for your child - to be happy and successful at school. Jot down any key points from the discussion to draw on later.
- Request their support. Explain how important it is for them to complete the SNAP-IV form based on their observations in the classroom. Offer to provide them with any additional information or insights that might be helpful.
- Ensure they have access to the SNAP-IV form. Make sure that they know how to access the form. You may wish to provide them with a paper copy in advance so they can review the questions and familiarise themselves with the form before completing it.
Remember that your child’s teacher is there to support their academic and emotional growth. With that in mind, many teachers will be happy to help you through the ADHD assessment process.
