At a glance
- Deniz Yıldızı Special Education administers tests and scales in cases of suspicion, prepares an observation report, and refers the family to a physician.
- The CAS (Cognitive Assessment System) is administered by a psychologist to children aged 5 and older who show risks in attention and executive functions.
- Continuous performance tests like MOXO do not provide a diagnosis on their own; they only offer supportive data.
- While working individually with the child, parent education is specifically tailored to each family's circumstances; different presentation types have distinct goals.
- Medication decisions belong to the physician; our institution provides information, meets regularly with the doctor, and shares reports.
- With family consent, school collaboration is carried out through teacher meetings, homework planning, and school visits.
Prepared by: Deniz Yıldızı Special Education content team · Scientific review: Psychologist (MSc) Burcu Cebeci Gürel · Last updated: 15 September 2026
What is ADHD? Does it just mean being hyperactive?
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental difference affecting a child's ability to sustain attention, regulate behavior, and control impulses. It is not naughtiness, lack of discipline, or “not doing it because they don't want to.”
ADHD does not merely mean an inability to sit still. In some children, inattention is prominent: they silently daydream, lose belongings, half-listen to instructions, and cannot finish homework even if they start. In others, hyperactivity and impulsivity take the lead: they cannot wait their turn, interrupt, and act without thinking. Some children display both. These are called the presentation types of ADHD.
Children with predominantly inattentive presentation might go unnoticed for a long time because they do not disrupt the class. While the child is labeled lazy, disorganized, or disinterested, their need for support can actually grow. That is why an early and accurate evaluation is critical.
When should an evaluation be requested for suspected attention deficit?
Every child can be inattentive or active from time to time. The key is that these behaviors persist over a long period, across multiple environments, and complicate the child's daily life.
Request an evaluation in these situations
- If similar attention or behavioral issues are seen both at home and at school
- If the teacher frequently gives feedback about lack of focus, inability to sit still, or interrupting
- If they struggle significantly more than peers to start and finish homework
- If they often lose belongings and constantly forget instructions
- If their friendships are affected because they struggle to wait their turn or follow game rules
- If they also noticeably struggle with reading, writing, or math
Thoughts that delay evaluation
- “They are just being naughty, otherwise they're very smart”
- “They could do it if they wanted to”
- “They are still small, it will pass as they grow”
- “They started school, they will pull themselves together”
- Concluding “They have ADHD” or “They don't” based on a single test result
- Trying to self-diagnose at home using online lists
How does the evaluation process for suspected ADHD unfold?
Scheduling an appointment and Comprehensive Expert Consultation
In an approximately 1-hour session with Psychologist (MSc) Burcu Cebeci Gürel, your child's developmental history and their situation at home and school are listened to in detail.
Tests, scales, and observation
Depending on need, the CAS (Cognitive Assessment System), parent and teacher scales, clinical observations, and tasks are utilized. When necessary, the MOXO continuous performance test is added as supportive data.
Observation report and medical referral
If there is a suspicion, findings are gathered in an observation report, and the family is referred to a psychiatrist. Diagnosis and medication decisions belong to the physician.
Parent education
A custom parent education program is planned for your family, taking into account the child's learning style and the family's specific conditions and needs.
Individual program
One-on-one sessions with the child begin. Goals are written into the Individualized Education Program by the team and updated every 3 months.
Cooperation with doctor and school
Regular discussions and report sharing occur with the doctor. With family consent, the school is integrated into the process through teacher meetings, homework plans, and school visits.
Which tests and scales do we use in ADHD evaluation?
No single tool makes a decision on its own. Information from various sources is interpreted collectively.
| Tool | What does it show? | Who administers it, and when? |
|---|---|---|
| CAS (Cognitive Assessment System) | The profile of planning, attention, and information processing skills | Administered by a psychologist; for children aged 5+ showing risks in attention and executive functions; takes over 1 hour |
| CAS Planning and Attention scales | Strengths and weaknesses in planning and attention based on the PASS theory | Addressed separately in suspected cases |
| Parent and teacher scales | How the child appears at home and school | Filled out by parents and teachers, interpreted by a psychologist |
| Clinical observation and tasks | The child's attention, planning, and patience during tasks | Observed by the expert during the evaluation session |
| MOXO continuous performance test | Supportive data on attention, timing, impulsivity, and hyperactivity | Applied when necessary; does not diagnose on its own |
| School homework and notebook samples | Reading, writing, and homework performance to distinguish from learning disabilities | Added to the evaluation if a learning disability is suspected |
What does the educational program for ADHD cover?
Individual work
While working one-on-one with the child, we observe how they learn, what they like, and where they struggle.
Goals based on presentation type
Separate goals are set in the program depending on whether inattention, hyperactivity/impulsivity, or a combination of both is predominant.
Executive functions
Skills like planning, initiating tasks, sustaining attention, and self-regulation are targeted using the PASS and executive functions program approach.
Tailored parent education
Rather than a pre-packaged plan, it is structured specifically for each family, considering the child's learning style, the parents' educational background, their perspective, and family needs.
School cooperation
If the family agrees, we talk with the teacher and devise a homework plan; when necessary, our educational coordinator and educator will visit the school.
Doctor coordination
We maintain regular contact with the psychiatrist following the child, sharing observation and progress reports.
What is the institution's stance if medication is brought up for ADHD?
Only a physician can decide whether medication will be used, and which drug or dosage is appropriate. Our institution does not direct families on this matter; we provide information about how the process works and help them prepare to ask their doctor the right questions.
We communicate regularly and share reports with the psychiatrist treating the child. This way, the doctor has access to observations detailing how the child performs during sessions and at school; the educational program and the doctor's medical plan support each other.
Is it ADHD, a specific learning disability, or both?
When a child struggles with reading, writing, or math, determining whether it stems from attention difficulties or a specific learning disability is not easy; both conditions can also co-occur. A precise distinction is crucial for selecting the right goals.
In this differential evaluation, we utilize the OYAB (Reading and Writing Assessment Battery), EROT (Early Literacy Test), CAS, and the child's school homework and notebook samples. We share the findings with the family along with a medical referral.
For example, a child who can read words correctly but loses focus halfway through a long text has different needs than a child who consistently struggles to match letters with sounds. The first case highlights attention and planning goals, whereas the second requires goals focused on reading skills; if both exist, the program addresses both.
What do the terms found in ADHD reports mean?
- ADHD
- Attention Deficit Hyperactivity Disorder; a neurodevelopmental condition affecting sustained attention, hyperactivity, and impulse regulation.
- Presentation type
- How ADHD prominently manifests in a child: predominantly inattentive, predominantly hyperactive-impulsive, or combined type.
- Impulsivity
- Acting without thinking or waiting; behaviors like interrupting or inability to wait one's turn.
- Executive functions
- Mental management skills such as planning, initiating tasks, sustaining attention, flexible thinking, and self-regulation.
- CAS (Cognitive Assessment System)
- A cognitive test measuring planning, attention, and information processing skills; administered by a psychologist at our center.
- PASS theory
- An approach categorizing mental processes into four areas: Planning, Attention, Simultaneous, and Successive processing; CAS is based on this theory.
- MOXO
- A computer-based continuous performance test; provides supportive data, does not diagnose on its own.
- Observation report
- A document compiling the evaluation findings in writing, to be forwarded to a physician.
Frequently asked questions
Can I get an ADHD diagnosis at your institution?
No. When we suspect ADHD, we administer tests and scales, prepare an observation report, and refer you to a physician. This report serves as an information source for the doctor's assessment.
My child is very active but smart; could it still be ADHD?
Intelligence and ADHD are not mutually exclusive; a highly intelligent child can also struggle with attention and behavior regulation. Thinking “They're just being naughty, otherwise they're very smart” can delay an evaluation. If symptoms persist across multiple environments, we recommend requesting an evaluation.
People say “They could do it if they wanted to,” is that true?
A child with ADHD often wants to complete a task but struggles to sustain attention or even start it. This is not a lack of willingness, but an issue with regulation. An evaluation helps pinpoint the root cause of the difficulty.
What is the CAS test, and who is it administered to?
The CAS (Cognitive Assessment System) is a test measuring planning, attention, and information processing skills. At our center, it is administered by a psychologist to children aged 5 and older showing risks in attention and executive functions, and it takes over an hour.
Does the MOXO test definitively show if it is ADHD?
No, MOXO does not provide a diagnosis by itself. It supplies supportive data on attention and impulsivity and is interpreted alongside other scales, observations, and the doctor's medical examination.
Are the school's views also considered during the evaluation?
Yes, depending on the situation, teacher scales and opinions are included in the evaluation. Seeing how the child behaves both at home and at school provides a much more accurate picture.
When will ADHD go away?
The course of ADHD varies for every child, and it is impossible to predict this in advance. The goal of education is to support the child's attention, planning, and self-regulation skills, thereby making daily life easier. Progress is regularly shared with you.
How long does ADHD education take?
The duration varies based on the child's needs and progress. The Individualized Education Program is updated every 3 months; progress is tracked via periodic test repetitions and observation notes, guiding decisions for the next steps collaboratively.
Should my child take medication?
The decision regarding medication belongs solely to the physician. Our institution offers guidance, communicates regularly with the treating doctor, and shares reports.
What is parent education like?
It is not a pre-packaged program. It is customized for you, taking into account your child's learning style and your family's conditions and needs. We work together on actionable strategies for home rules, routines, and homework time.
Do you contact the school?
If the family grants permission, yes. We conduct teacher meetings and create homework plans; if needed, our educational coordinator and educator will visit the school. We also maintain cooperation with outside educators through regular phone calls.
Are my child's reading/writing issues due to attention or a learning disability?
The two conditions can look similar and often co-occur. To distinguish them, we use OYAB, EROT, CAS, alongside school homework and notebook samples, and refer to a physician when needed.
What should I do at home?
Keeping daily routines consistent, giving short instructions one at a time, and breaking homework into smaller chunks work well for many families. However, every child is different; we will share concrete methods suited to your family during parent education and in brief updates after every session.
Can a child who is inattentive but not hyperactive at all have ADHD?
Yes. In the predominantly inattentive presentation type of ADHD, the child may appear quiet and calm, which can delay recognition. Our program sets tailored goals for each presentation type.
