Ask about coexisting conditions
A targeted check can pick up learning, language, autism or tic-related needs that sit alongside ADHD.
Guideline advice, not formally gradedADHD evidence
Start with the time you have
1 minute
Write down the learning, communication or movement concern you want to mention.
5 minutes
Write the concern and one example of it from home or school.
15 minutes
Collect the reports you already have and write your questions about further assessment.
A plan
Check the whole picture
- Describe concerns beyond core ADHD symptoms.
- Ask which screening or assessment is appropriate.
- Include confirmed needs in the shared support plan.
How sure the science is
Guideline advice, not formally graded, ADHD evidence
Recommended by ADHD clinical guidelines, but nobody has pooled the trials and graded how sure they are. Guideline advice is a considered judgement, not a measured certainty. Measured in people with ADHD.
AAP key action statement 3 (AAP evidence grade B, strong recommendation) and CDC diagnostic guidance; no GRADE certainty assigned to the pathway.
The number, drawn
Screen for developmental and physical conditions alongside ADHD
Why it matters
An ADHD diagnosis does not explain every learning, communication or movement difficulty a child has. The AAP recommends screening for co-occurring developmental and physical conditions, including learning and language disorders, autism and tics. Finding extra needs can change the treatment and the school support plan, and a screen is a first check, not a second diagnosis.
How to do it
- Tell the clinician about reading, language, communication or movement worries that keep coming back.
- Bring the school assessments or observations you have and let the clinician interpret them.
- Ask which concerns need a proper assessment and which can be watched for now.
- If extra needs are confirmed, ask for them to be written into the care plan and the school support plan.
Screening results need a clinician to interpret them. ADHD, autism, learning conditions and tics can occur together, and none of them should be diagnosed or ruled out from a checklist alone.
Putting it into practice
In real life
- Bring a school report showing reading is still hard even with attention support in place.
- Mention movements or sounds that keep recurring and ask whether they need looking at.
Watch out for
- Common mistakeA screening result is not a confirmed diagnosis. Ask what the next assessment step is.
- Common mistakeNot every school difficulty comes from attention. Raise specific learning or language concerns by name.
Trusted guides
How we rated it
- Evidence grade
- A Moderate or high certainty evidence in people with ADHD, or an explicit ADHD guideline recommendation.
- The number
- Screen for developmental and physical conditions alongside ADHD (American Academy of Pediatrics, 2019)
- Benefit
- 76/100 The benefit score is an editorial prioritization for the general list, weighted by certainty. It is not a prediction of what will happen for you.
- Effort
- Some effort
Sources
- Tier 1 guidelineClinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of ADHD in Children and AdolescentsAmerican Academy of Pediatrics, 2019
- Tier 1 guidelineDiagnosing ADHDCDC, 2026
- Tier 1 guidelineADHD in children and young peopleNHS, 2025
General information about ADHD, not a diagnosis or an individual treatment plan. Tailoring changes the order of suggestions; it does not assess you. Medication decisions belong with you and a qualified clinician.