7. Completing the assessment process and information sharing
On completion of the assessment, the assessing doctor should be in a position to consider whether a diagnosis of ADHD is appropriate and should have a view on additional co-morbid disorders and functional difficulties. A detailed report should then be provided to the parents and GP and where parental permission is given, also to other relevant professionals involved such as the Special Educational Needs Coordinator (SENCo)/head teacher, educational psychologist, behaviour specialist teacher, school nurse and where already involved, the Social Services Department. Written information regarding medical terminology, treatment options, and professional definitions should be provided to parents and the child's teacher/school when a diagnosis of ADHD is made. Consideration should also be given to the development and delivery of one off psycho-educational sessions for parents/carers of children with ADHD within a specialist CAMHS or paediatric setting.
If the assessing doctor is of the opinion that social work intervention may be required, then they will need to obtain parental consent for a referral to the appropriate Referral and Assessment Service for an initial assessment to determine service provision/ core assessment.
Useful web based sources of information on assessment of children with ADHD
A summary of the key issues relating to the assessment of children suspected of having ADHD can be found in the Auditable protocol for treating attention deficit/hyperactivity disorder. P. Hill and E.Taylor. Archives of Disease in Childhood, 84, p.406. (Available in full text form on line .This web address takes you to the home page. Enter Hill in the author box and ADHD in the keywords box and this will lead you to the article).
The American Academy of Pediatrics (2000) have published a clinical practice guideline for the diagnosis and evaluation of the child with attention-deficit/hyperactivity disorder
SIGN guidelines for Attention Deficit and Hyperkinetic Disorders in Children and Young People (2001). Sign Publication No.52
