ADHD screening for children
IMPORTANT INFORMATION!
Klinikánkon ADHD-vizsgálatot 4 év feletti gyermekek esetében végzünk. Kérjük a szülőket, hogy csak gyermekük 4. életévének betöltése után kérjenek időpontot ADHD-kivizsgálásra!
Information for parents on the complex screening procedure for hyperactivity and attention deficit disorder in our clinic for children over four years of age.
The specialists of Panoráma Polyclinic (child psychiatrist, clinical psychologist and psychologist-special needs educator) have launched a complex ADHD screening in our institution, which takes place in a new system and follows professional protocols. One of the advantages of this complex assessment involving several specialists is that it provides a clearer distinction between ADHD and other problems with similar symptoms.
Panoráma Polyclinic - ADHD professional team
A szakmai teamben dolgozó Dr Gergely Mészáros és Dr Péter Garas gyermekpszichiáterek korábbi kórházi munkájuk során jelentős gyakorlatot szereztek ezen a szakterületen. Eszter Kuncz gyógypedagógus-pszichológus, tanácsadó szakpszichológus a kognitív képességek mérése, nyelvi- és részképességzavarok, tanulási nehézség diagnosztizálása terén rendelkezik nagy szakmai tapasztalattal. Sára Posta klinikai szakpszichológus-jelölt gyermekek és serdülők pszichodiagnosztikájában és terápiájában jártas szakemberként vesz részt a kivizsgálási folyamatban.
Steps of the complex ADHD diagnostic process
- Interview conducted by a clinical psychologist (50 minutes)
- Special needs educational-psychological assessment (90 minutes)
- Child psychiatric assessment (50 minutes)
The steps of the diagnostic process in detail
Important: before the first consultation, it is necessary to send the child's pedagogical opinion to our clinic (detailed aspects for the pedagogical opinion are indicated at the end of this article, the document should be sent to the following e-mail address: pszi@panoramaklinika.hu).
After that, we can contact you to arrange the date of the first consultation!
If there is a history related to the child's treatment (final hospital reports, possibly the results of psychological examinations completed previously), these should be brought to the first appointment. The latter may be important for planning further investigations.
1. Clinical psychological interview:
Important: parents should come to the first agreed appointment without their child if he/she is under the age of 14.
For children over 14 years of age, the interview takes place together with the parents and child.
The exploratory first interview focuses on the life history, its influential stages, the appearance of symptoms and the discussion of birth and developmental data.
(At the end of the first session, parents complete an additional questionnaire.)
2. Special needs educational-psychological assessment:
The second time, the symptom-specific examination of the child takes place, considering the child's age and the individual developmental characteristics identified during the exploratory interview. The focus is on the cognitive functioning and executive capacities, but if necessary, other special needs educational-psychological assessments are also carried out.
The planned duration of the assessment is 90 minutes.
3. Child psychiatric assessment
The child psychiatrist, the child and the parents participate in the assessment together. In the ADHD psychiatric diagnostic practice, the specialist talks with the parents and observes the child according to the examination procedure developed for the ADHD problem.
From the results obtained during the three stages of the examination, the specialist makes a diagnosis and makes recommendations for treatment.
If the child needs medication, the psychiatrist will discuss the method of medication with the parents, explaining the whole process in detail. The medication will be adjusted according to the prescribed protocol, with check-ups, the course of which is coordinated by the doctor will with the parents.
The child psychiatrist sends to the parents the complex professional opinion summarising all the examinations by e-mail (usually within 7-10 working days).
The detailed description of the ADHD assessment can be found on our website by clicking on the link.
Aspects for writing a pedagogical opinion
General information
Data of the child: name, age, group or grade in school, type of school? How long has the child been attending the educational institution? How many children are there in the class? Where does the child sit (what row)? How many class hours do they have in a day on average? Is there any special curriculum/education in the class? Does the child participate in any development activities at the institution or attend any extracurricular activities?
Social behaviour
How did the child fit in with his peers? Does he/she have friends? What is his/her relationship with them (initiation, relationship maintenance, conflicts, etc.)? What place does he/she occupy in the class community? What emotional expressions are typical of him/her in general and in conflict situations? Are there any situations that cause difficulties for the child or the environment? What is his/her frustration tolerance and aggression management like?
Intellectual abilities, conditions that help learning or make it difficult
How do they regard his/her intellectual ability, motor development, representational skills, speech comprehension, language communication, and his/her level of self-service? Does the child have a speech impediment? Does he/she have learning difficulties? In which areas do they consider his/her development to be age-appropriate, superior to his/her contemporaries or do they experience lagging behind in any area? What is his/her need for movement (in class and out of class situations)?
School work
What are the child's strengths and weaknesses? What does he/she like and know how to do, and what does he/she dislike and do not do? Does he/she come to school prepared (clothing, equipped for learning, etc.)? What is his/her class work like (including independent task management)? Does the child have any difficulties with classroom behaviour? Are there any discrepancies in the oral or written assessment? Can attention related difficulties be noticed (not following the lesson, gets tired by late morning, resistance to tasks requiring sustained attention) that are different from other pupils? How is his/her play and school performance? Does he/she active in hands-up, is he/she able to wait?
Motivation, following the rules
How motivated is he/she to participate in school or other activities? How does he/she react to rewards and punishment? Does he/she adapt to the rules and follow instructions?
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