Neurodevelopmental Assessment
Neurodevelopmental – ADHD
These assessments explore patterns related to attention regulation, impulsivity, hyperactivity, and executive functioning. ADHD is a neurodevelopmental condition, meaning symptoms typically begin in childhood, even if they were not formally recognized at the time.
Some measures in this section are designed for adults reflecting on current functioning, some focus on childhood history, and others are completed by parents or teachers for children and adolescents.
About This Category
You may consider this category if you notice:
- Chronic distractibility or difficulty sustaining attention
- Problems with time management, organization, or follow-through
- Frequent procrastination despite good intentions
- Impulsivity in speech, decisions, or spending
- A lifelong pattern of inconsistent academic or occupational performance
If your primary concerns involve mood instability, trauma responses, or social communication differences without attention impairment, other categories may be more relevant.
These are screening and severity tools. They do not provide a diagnosis on their own.
Adult ADHD Self-Report Scale (ASRS)
What this looks at
The ASRS measures current adult ADHD symptoms, including inattention, restlessness, forgetfulness, and impulsivity.
You may want to take this if you:
- Are an adult wondering whether ADHD could explain ongoing focus or organization difficulties
- Struggle with distractibility in work or daily life
- Want a brief screening before pursuing more in-depth assessment
You may not need this if:
- You are seeking a detailed developmental history (see Wender Utah Rating Scale)
- The assessment is for a child or adolescent
This is typically the best starting point for adults.
Start Assessment →Wender Utah Rating Scale (WURS)
What this looks at
This measure asks adults to reflect on childhood behaviors associated with ADHD.
You may want to take this if you:
- Are unsure whether your symptoms were present in childhood
- Were never evaluated as a child but suspect longstanding patterns
- Want to strengthen the developmental history component of assessment
You may not need this if:
- You have clear documentation of childhood ADHD
- You are completing assessments for a child (parent forms are more appropriate)
This measure complements the ASRS by addressing early life symptoms.
Start Assessment →Executive Skills Questionnaire – Revised (ESQ-R)
What this looks at
This assessment evaluates executive functioning skills such as planning, organization, task initiation, emotional control, working memory, and self-monitoring.
You may want to take this if you:
- Struggle more with organization and follow-through than hyperactivity
- Experience “task paralysis” or chronic procrastination
- Want a deeper look at executive skill strengths and weaknesses
You may not need this if:
- You only want a brief ADHD symptom screen
- Executive functioning is not a concern
This measure focuses specifically on executive processes rather than diagnostic criteria alone.
Start Assessment →Weiss Symptom Record II (WSR-II)
What this looks at
This questionnaire measures both ADHD symptoms and the functional impact of those symptoms across areas such as work, school, relationships, and daily responsibilities.
You may want to take this if you:
- Want to understand how ADHD symptoms are affecting real-world functioning
- Are monitoring treatment response over time
- Need a broader symptom and impairment overview
You may not need this if:
- You only want a brief screening tool
This measure integrates symptom frequency with functional consequences.
Start Assessment →ADHD Clinical Outcome Scale (ACOS-Self)
What this looks at
This measure evaluates current ADHD symptoms and tracks changes over time.
You may want to take this if you:
- Have an existing ADHD diagnosis and want to monitor symptom change
- Recently started or adjusted treatment
- Want a structured outcome measure
You may not need this if:
- You are only screening for possible ADHD for the first time
This tool is particularly useful for tracking progress.
Start Assessment →Strengths and Weaknesses of ADHD Symptoms (SWAN)
What this looks at
Unlike many ADHD measures that focus only on deficits, the SWAN assesses attention and impulse regulation across the full range of functioning, including strengths.
You may want to take this if you:
- Prefer a balanced measure that evaluates both strengths and difficulties
- Are assessing a child or adolescent
- Want a dimensional (rather than purely deficit-focused) perspective
You may not need this if:
- You prefer a traditional symptom-threshold approach
This measure is often useful for parents evaluating children.
Start Assessment →Vanderbilt ADHD Rating Scale (Parent)
What this looks at
This parent-report measure evaluates ADHD symptoms in children and also screens for related behavioral or mood concerns.
You may want to complete this if:
- You are the parent of a child with suspected attention difficulties
- Teachers or school staff have raised concerns
- You want a structured behavioral overview
You may not need this if:
- The assessment is for an adult
Vanderbilt ADHD Teacher Rating Scale
What this looks at
This teacher-completed measure evaluates ADHD symptoms and classroom functioning.
You may want to request this if:
- You are pursuing evaluation for a school-aged child
- You need input regarding academic or classroom behavior
This measure is completed by a teacher rather than the parent or child.
Start Assessment →Swanson, Nolan and Pelham Rating Scale – 18 Item Version (SNAP-18)
What this looks at
The SNAP-18 measures core ADHD symptoms (inattention and hyperactivity/impulsivity) and may also screen for oppositional behaviors.
You may want to complete this if:
- You want a concise, DSM-aligned symptom checklist
- You are evaluating a child or adolescent
- You want a straightforward symptom count measure
You may not need this if:
- You are looking for executive functioning detail (see ESQ-R)
- You prefer a strengths-based dimensional tool (see SWAN)