ADHD Evaluation
An ADHD evaluation is the clinical foundation for securing school accommodations via IEP or 504 Plan. Learn how our diagnostic documentation supports your child's educational rights and supports.
Schedule a Consultation →Accommodation recommendations
Clinician-guided suggestions for testing accommodations, classroom supports, and behavioral strategies
Ongoing coordination
Availability for school communication or IEP meeting attendance as clinician support
A formal ADHD diagnosis from our clinician creates the medical record schools require to initiate Section 504 or IEP evaluation processes. Without this documentation, schools often cannot legally grant accommodations.
Our evaluation report details how ADHD symptoms impact the child's ability to focus, organize, follow directions, and manage behavior in an academic setting—information that directly informs accommodation planning.
We explain common accommodations (extended time, preferential seating, breaks, modified assignments, behavioral reinforcement) in parent-friendly terms and help families prepare for IEP/504 meetings with schools.
Following evaluation, we're available to answer school questions, clarify clinical recommendations, or attend IEP meetings as clinician support—ensuring schools and families have consistent, accurate information.
Yes, in most cases. Schools require a formal diagnosis from a qualified clinician to initiate IEP or 504 Plan processes. Some schools have their own evaluation teams, but they typically request outside clinical documentation to support eligibility and accommodation decisions. Our evaluation provides this critical documentation.
An IEP (Individualized Education Program) is available if your child qualifies for special education under the Individuals with Disabilities Education Act (IDEA). A 504 Plan is available under Section 504 of the Rehabilitation Act and may apply if ADHD significantly impacts a major life activity (learning, focus, behavior) but doesn't qualify for special education. Both require a documented disability; eligibility criteria differ. Schools typically explore 504 eligibility first, then IEP if the child needs more intensive services. Our report helps clarify which pathway may apply.
Common accommodations include: extended time on tests, separate testing location, frequent breaks, preferential seating near the teacher, assignment modifications (chunking, reduced workload), movement breaks, behavioral reinforcement systems, organizational tools, and access to assistive technology. Specific accommodations depend on the child's symptoms and needs; our evaluation identifies which areas are most impacted and suggests relevant supports.
Request a meeting with the school's special education coordinator or 504 coordinator and bring a copy of your written evaluation report. Share the diagnosis, symptom descriptions, and functional impact. Then discuss how ADHD affects your child's learning and behavior. The school will either initiate an IEP/504 evaluation or, if they agree ADHD significantly impacts learning, move toward accommodation planning. We can prepare a summary letter highlighting key clinical points to help guide this conversation.
In many cases, yes. Following your child's evaluation, we can coordinate with your school to attend the IEP or 504 meeting as clinician support. If attendance isn't feasible, we can provide a detailed clinical summary or be available by phone to answer school questions. Check with your school about their preferences and any notice requirements.
Diagnostic Service
ADHD Evaluation for Children & Adolescents in Maryland
Comprehensive ADHD evaluation for children and teens leading to diagnosis and treatment
Educational Support
ADHD School Accommodations in Maryland
Detailed guide to IEP and 504 Plan processes, accommodations, and parent advocacy
Pediatric Psychiatry
Child Psychiatric Evaluation in Maryland
General child psychiatric evaluation and diagnosis services
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