Written by: Sonja Walker, Founder, Kids First Children’s Services
Author byline: Dr Fernanda Nardi
Parents often notice concerns at different stages of their child’s development. One family may have a two-year-old who rarely sits for a story, struggles with routines, or seems constantly on the go. Another may have a child in primary school who is finding it hard to stay organised, follow instructions, or keep up at school. It’s natural to wonder whether these behaviours are part of typical development or whether an ADHD assessment may be helpful.
The answer often depends on your child’s age. Behaviours that are expected in a toddler may be a sign of concern in an older child. That’s why psychologists don’t assess ADHD in the same way at every stage of childhood.
Age plays an important role in how psychologists assess ADHD and the recommendations they make afterwards.
Why Age Matters in an ADHD Assessment
Age plays an important role in an ADHD assessment because children’s attention, behaviour, emotional regulation, and executive functioning develop rapidly during the early years. Behaviours that are expected in a toddler may be a sign of concern in an older child. That’s why psychologists always consider a child’s age and stage of development before deciding whether their behaviours are consistent with ADHD or another condition.
ADHD is a neurodevelopmental condition that affects attention, impulse control, activity levels, and executive functioning. Executive functioning is the set of mental skills that helps children plan, stay organised, manage their emotions, remember instructions, and complete everyday tasks.
An assessment doesn’t focus on one behaviour alone. It looks at how your child functions across different settings, including home and school, and brings together information from parents, teachers, observations, and standardised assessment tools before any conclusions are reached.
ADHD is grouped into three presentations. Knowing the differences can help parents understand why ADHD doesn’t look the same in every child.
Predominantly Inattentive Presentation
Children with the inattentive presentation often find it difficult to stay focused, follow instructions, finish tasks, or stay organised. Because they may not be disruptive, their difficulties can sometimes be less obvious, especially in the classroom.
Predominantly Hyperactive-Impulsive Presentation
Children with the hyperactive-impulsive presentation are often constantly on the move, act before thinking, interrupt others, and find it difficult to wait or stay seated when expected.
Combined Presentation
Children with the combined presentation show characteristics of both inattentive and hyperactive-impulsive ADHD. This is the presentation most commonly identified during ADHD assessments.
ADHD in Toddlers: What Psychologists Look For
Assessing ADHD in toddlers can be challenging because many behaviours linked with ADHD are also a normal part of early childhood. Young children are naturally curious, active, and still learning how to manage their emotions, attention, and behaviour.
Maybe your child can’t seem to sit still. Maybe they’re always climbing, running, or moving from one activity to the next. There are many reasons children find it difficult to sit still, and ADHD is only one of them.
Rather than focusing on one behaviour, psychologists look at your child’s development as a whole. They consider how often behaviours occur, whether they happen across different settings, and how they affect everyday life. They also assess executive functioning skills, such as following routines, managing emotions, controlling impulses, and completing age-appropriate tasks.
Behaviours That May Suggest Further Assessment
Every toddler develops at their own pace, but it may be worth seeking professional advice if your child:
- Is constantly on the go in most situations
- Has extreme difficulty moving from one activity to another
- Acts impulsively in ways that regularly put themselves at risk
- Has frequent emotional outbursts that seem much bigger than the situation
- Finds it difficult to take part in simple, structured activities
- Shows these behaviours consistently across home, childcare, or other settings
Why a Thorough Assessment Matters
None of these behaviours on their own means a child has ADHD. A psychologist looks at your child’s overall development before reaching any conclusions. They gather information from parents, observations, and, where appropriate, educators and other health professionals to understand what may be contributing to your child’s behaviour. This helps determine whether ADHD or another developmental, learning, or emotional factor is the most likely explanation.
What Happens During an ADHD Assessment for a Toddler?
An ADHD assessment for a toddler is designed to build a detailed picture of your child’s development and everyday functioning. Rather than relying on a single test or appointment, psychologists gather information from several sources to understand your child’s strengths, challenges, and support needs.
Depending on your child’s age and individual needs, the assessment may include:
- A detailed developmental history, including pregnancy, birth, and early milestones
- Parent interviews about your child’s behaviour, routines, and daily functioning
- Behaviour rating scales completed by parents and, where appropriate, early childhood educators
- Observation of your child during the assessment
- Screening for other developmental, learning, medical, or emotional factors that may be contributing to their behaviour
Once the assessment is complete, your psychologist will discuss the findings with you and explain the recommended next steps. Depending on the outcome, this may involve strategies to use at home, referrals to other professionals, early intervention services, or monitoring your child’s development over time before considering a formal ADHD assessment later.
ADHD in School-Age Children: What Changes?
Starting school often makes ADHD easier to recognise. As children get older, they are expected to sit for longer, follow instructions, stay organised, complete schoolwork, and manage their behaviour more independently. These are all skills that rely on executive functioning, and children with ADHD often find them more difficult than their peers.
For some children, school is the first place where concerns are raised. A teacher may notice that a child is easily distracted, struggles to finish work, forgets instructions, or has difficulty waiting their turn. Other children may have shown signs earlier, but the increased demands of school make those challenges more noticeable.
What Happens During an ADHD Assessment for a School-Age Child?
By the time children reach school age, psychologists have more information to work with. They can compare your child’s behaviour across home and school, review their learning progress, and use age-appropriate assessment tools to determine whether ADHD or another condition may be affecting their everyday functioning.
A comprehensive ADHD assessment may include:
- A parent interview about your child’s development and current concerns
- ADHD rating scales completed by parents and teachers
- A review of school reports and previous assessments, where available
- Observation of your child during the assessment
- Cognitive or learning assessments, if they are needed
- Screening for other conditions that may occur alongside ADHD
- A feedback session to explain the findings and discuss the recommended next steps
Teacher feedback is an important part of the assessment because ADHD affects children across different settings. Seeing how your child functions both at home and at school helps psychologists build a more complete understanding of their strengths, challenges, and support needs.
The Role of a Paediatrician in an ADHD Assessment
Parents often ask whether they should see a psychologist or a paediatrician first. The answer depends on your child’s needs, and in many cases, both professionals play an important role.
If you’re unsure where to start, our guide on when your child should see a psychologist explains when a psychology assessment may be appropriate.
A paediatrician is a medical doctor who specialises in children’s health and development. They assess medical factors that may be affecting your child’s behaviour and, where appropriate, can discuss whether medication may form part of their treatment plan.
A psychologist focuses on understanding how your child learns, behaves, thinks, and manages their emotions. They carry out detailed assessments, identify your child’s strengths and challenges, and provide practical recommendations to support them at home and at school.
When a paediatrician and psychologist work together, families benefit from both a medical and developmental understanding of their child’s needs. This helps ensure any recommendations are based on a complete picture rather than one part of your child’s development.
Why Psychologists Look Beyond ADHD
ADHD doesn’t always occur on its own. Some children being assessed for ADHD also have other learning, developmental, or emotional differences that may be affecting their daily life. Looking at the whole picture helps psychologists understand your child’s strengths, challenges, and support needs.
A thorough assessment considers whether another condition may be present alongside ADHD or whether it may better explain the behaviours you’re seeing. This helps ensure children receive the right support rather than focusing on ADHD alone.
Some of the more common co-occurring conditions include:
- Anxiety
- Autism spectrum disorder
- Learning difficulties, such as dyslexia or dyscalculia
- Developmental language disorder
- Developmental coordination disorder
- Language or communication difficulties
- Oppositional defiant disorder
Every child is different, so not every child with ADHD will have another condition. An assessment simply helps psychologists understand whether additional support may be needed.
Working With Your Child’s School
School is an important part of an ADHD assessment because teachers see how children manage learning, routines, friendships, and classroom expectations every day. Their observations help psychologists understand whether behaviours are happening across different settings.
After an assessment, the report can also help schools plan the right support for your child. Sharing the findings with your child’s teacher or learning support team allows everyone to work towards the same goals.
Schools may recommend supports such as:
- Preferential seating
- Extra time for classroom tasks or assessments
- A personalised learning or support plan
- Regular check-ins with a teacher or wellbeing staff member
- Classroom strategies to support attention, organisation, or emotional regulation
Working together helps create more consistent support at home and at school, giving your child the best opportunity to succeed.
What Happens After an ADHD Assessment?
Once the assessment is complete, your psychologist will meet with you to explain the findings and discuss the recommendations. Every child is different, so the support plan will be based on your child’s individual strengths, challenges, and everyday needs.
Depending on the assessment results, recommendations may include psychology support, occupational therapy, speech therapy, school-based adjustments, parent strategies, or a referral to a paediatrician if further medical assessment is appropriate. Not every child will need all of these supports, and your psychologist will help you decide which steps are the most important to take first.
Some of the first steps after an ADHD assessment may include:
- Attending the feedback session to discuss the assessment findings
- Sharing the report with your child’s school or learning support team
- Putting the recommended strategies into practice at home
- Arranging any recommended therapy or follow-up assessments
- Discussing a referral to a paediatrician with your GP, if appropriate
For many families, having a clear plan is one of the most reassuring parts of the assessment process. Rather than wondering what might be happening, you have practical recommendations that can help support your child at home, at school, and in everyday life.
Choosing an ADHD Assessment Provider
The quality of an ADHD assessment can make a real difference to the support your child receives afterwards. A thorough assessment looks beyond ADHD alone and considers your child’s learning, behaviour, emotions, development, and everyday functioning before any recommendations are made.
When choosing a provider, it can be helpful to look for a team with experience assessing children of different ages, a clear assessment process, and time set aside to explain the findings and answer your questions. If your child may benefit from support from more than one professional, a multidisciplinary team can also help ensure recommendations are coordinated and tailored to your child’s individual needs.
Talking to Your Child About ADHD
Many parents wonder how much they should tell their child after an ADHD assessment. In most cases, children cope best when information is shared honestly, using language they can understand.
For younger children, simple explanations are often enough. You might explain that everyone learns and develops differently, and that the assessment helped adults understand how to support them. Older children and teenagers usually appreciate being included in conversations about the findings and having the opportunity to ask questions.
Whatever your child’s age, the goal is to help them understand that ADHD doesn’t define who they are. The assessment is there to better understand their strengths, challenges, and the support that may help them succeed.
Speak With the Kids First Team
If you’re concerned about your child’s attention, behaviour, or development and you’re unsure whether an ADHD assessment is the right next step, please feel welcome to reach out to our team.
Many families contact us with questions before deciding whether an assessment is needed. Whether you’ve noticed changes at home, your child’s teacher has raised concerns, or you’d simply like some guidance, we’re happy to talk through your concerns and help you understand the options available.
You don’t need to have everything figured out before getting in touch. Our team can answer your questions, explain the assessment process, and help you decide whether an ADHD assessment or another service may be the most appropriate next step for your child and family.
Kids First Children’s Services
Level One, 527 Pittwater Road (cnr Pine Ave), Brookvale NSW 2100
Phone: (02) 9938 5419
Email: [email protected]
Frequently Asked Questions
1. At what age can a child be assessed for ADHD?
Children can be assessed for ADHD at different ages, but the assessment process varies depending on their stage of development. For toddlers, psychologists focus on understanding overall development and whether behaviours are consistent with what is expected for their age. Formal ADHD diagnoses are rarely made before the age of four because many behaviours associated with ADHD are also common in early childhood.
2. Can a psychologist diagnose ADHD, or does my child need to see a paediatrician?
Psychologists and paediatricians have different roles in the assessment process. A psychologist carries out a detailed assessment of your child’s behaviour, learning, emotions, and development, while a paediatrician provides a medical assessment and can discuss treatment options, including medication where appropriate. In many cases, both professionals work together to build a complete understanding of your child’s needs.
3. How long does an ADHD assessment usually take?
Most assessments involve 2 to 4 sessions with the child, alongside a parent consultation and teacher questionnaires. Delays can occur if busy teachers are unable to respond to requests for their input, so it’s always helpful to let your child’s teachers know ahead of time. Reports typically take 3 to 4 hours for a clinician to write and are available about 3 weeks after testing is complete. From first contact to the parent feedback session, families can generally expect the total process to take 4 to 8 weeks, depending on the type and scope of the assessment.
4. Do I need a referral before booking an ADHD assessment?
No. You don’t need a referral to contact Kids First or book a private ADHD assessment. Some families are referred by a GP, paediatrician, or school, while others make an appointment after noticing concerns at home. If you’re hoping to access Medicare rebates for eligible services, your GP can explain whether a referral or Mental Health Care Plan may be appropriate.
5. What is the difference between an ADHD assessment and a developmental assessment?
An ADHD assessment looks specifically at whether your child’s behaviours are consistent with ADHD while also considering other possible explanations. A developmental assessment is broader and looks at areas such as learning, communication, motor skills, social development, behaviour, and everyday functioning. For younger children, a developmental assessment may be recommended before considering a formal ADHD assessment.
6. Will my child’s teacher be involved in the assessment?
In most cases, yes. Teacher feedback is an important part of an ADHD assessment because it helps psychologists understand how your child manages attention, behaviour, learning, and relationships at school. Standardised questionnaires and school reports provide valuable information and help determine whether behaviours are occurring across different settings, which is an important part of a comprehensive assessment.
7. What happens after my child receives an ADHD assessment report?
After the assessment, your psychologist will meet with you to explain the findings and discuss the recommendations. Depending on the outcome, these may include strategies for home, school-based adjustments, psychology support, occupational therapy, or further assessment if needed. Every support plan is tailored to the individual child, so recommendations will vary depending on your child’s strengths and needs.
8. How can I prepare my child for an ADHD assessment?
Most children don’t need a detailed explanation before their appointment. A simple, honest conversation is usually enough. Let your child know they will be meeting someone who wants to learn more about how they think, learn, and solve problems. Reassure them that there are no right or wrong answers and that they don’t need to study or prepare in advance.
