Research-Informed Assessment of Adult Learning Disabilities and ADHD

Abstract

Abstract This chapter outlines a research-informed approach to assessment. First, an argument is made for why comprehensive assessment is important for adults and how this type of assessment differs from that focused on neurological disorders. Next, an overview of the assessment is provided, followed by a detailed description of the individual components. These components include the history and record review, tools for assessment of ADHD, neuropsychological assessment, personality assessment, and methods for assessment of feigned learning disabilities and ADHD. Next, the chapter offers suggestions for how abbreviated batteries can be devised when time and/or cost is an issue. This is followed by a more detailed discussion of diagnosis and how research can be used to select neuropsychological domains and test measures for assessment of specific learning disabilities and ADHD. Differential diagnosis is discussed next. The chapter concludes with additional considerations regarding assessment of difficulty learning a foreign language, assessment of learning disabilities and ADHD in individuals with English as a second language, and ways to make evaluation assessment a positive experience for adults who have struggled with academic skills and tests for many years.