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    Joined: Jun 2015
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    LazyMum Offline OP
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    It's been far too long but I finally got DD booked in for some further testing for ADHD. She'll be doing a new WISC (last one was ~3 years ago), CPT-3, AULA, Prolec, SENA.

    My question is: should I tell her to try her absolute best on the tests, or just do them in a relaxed manner? Ie, should these tests be measuring her performance when she's trying her hardest, or her performance in normal classroom-mode?

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    I would think the idea is for the individual to perform at their best, but how that can be achieved would depend on the individual. Some would feel stressed and anxious if told they need to perform at their best which would be counter productive, so something along the lines of the tests being designed to see what you can do, so try to answer everything as well as you can otherwise they wonít be able to truly assess what you are capable of doing.

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    LazyMum Offline OP
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    Thanks Eagle Mum. I'm thinking more about the attention tests (CPT-3, AULA). Given that we're looking for ADHD, I'm thinking if she puts in maximal effort and gets a 'normal' result that's not going to be helpful for a diagnosis?

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    aeh Online Content
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    One typically wants to see optimal performance, but without requiring extraordinary effort. But given the choice, I would far rather see peak performance. Most evaluators will preface testing with something along the lines of: "some tasks or items will be easier and some will be harder, and that's expected. Different people will find different parts easier or harder (because we are all unique). Just do the best you can." The rest of the introduction will usually be elaborated more specifically depending on the qualities of the individual being evaluated.

    The ability to perform at an age-appropriate level for short periods of time by recruiting other personal strengths is a relevant and important finding, especially when working with a 2e learner, as many settings have difficulty acknowledging the second e because of this. Having that documented in an evaluation is actually quite powerful, as this often is one of the pieces that I find resonates with teachers, when I explain that a student's performance would be expected to be variable, depending on whether they expend that high cost on a particular task. You may have experienced teachers claiming that inconsistencies are due entirely to motivational or volitional reasons because "sometimes they can do it," without recognizing that maintaining that level of effort would be unsustainable for almost anyone.

    If she is being evaluated by a competent professional, the effort she puts into optimal performance will be noted and included in the clinical profile. If she is not being evaluated by a competent professional, it won't matter how much effort she puts in...


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    Originally Posted by LazyMum
    Thanks Eagle Mum. I'm thinking more about the attention tests (CPT-3, AULA). Given that we're looking for ADHD, I'm thinking if she puts in maximal effort and gets a 'normal' result that's not going to be helpful for a diagnosis?

    I do apologise - I did misunderstand your original post.
    Iím so glad that Aeh, the expert on this forum, has replied.
    Best wishes, EM

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    LazyMum Offline OP
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    Originally Posted by aeh
    If she is being evaluated by a competent professional, the effort she puts into optimal performance will be noted and included in the clinical profile. If she is not being evaluated by a competent professional, it won't matter how much effort she puts in...

    Thanks aeh, as always smile Fingers crossed for a competent tester then eek

    Both the neurologist and the testing psychologist we were referred to are specialists in ADHD in kids, so I should be hopeful, but this is Spain, so everything is always a bit of a dice roll.

    Anyhow, I'm super curious to see what comes out of this new lot of testing! smile


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