ADHD and learning evaluations
A structured evaluation answers the question directly: what is actually happening, is it ADHD or a learning difference or something else, and what documentation do you need to act on it. Dr. Jovanovic evaluates adults and children. All testing, interviews, and feedback take place at his office in Lakewood Ranch.
Adult ADHD evaluation
Many adults arrive at this evaluation after decades of managing something they were never assessed for. They were bright enough that nothing was flagged in school, or the difficulty looked like something else at the time. The result is an adult who has been working harder than the people around them for reasons nobody named.
An adult evaluation looks at attention and executive functioning as they are now, and at what the pattern looked like in childhood. That second part matters more than it appears. Conditions that affect attention beginning in adulthood are a long list. The ones that begin in childhood are a much shorter one, and that distinction is what a diagnosis turns on.
The evaluation produces a diagnosis where one is warranted, a clear explanation of what the testing found, and documentation suitable for a workplace, a school, or a licensing board.
Child and adolescent ADHD and learning evaluation
For a child, the question is usually practical. School is harder than it should be, and nobody has been able to say why. A parent has heard ADHD, or a learning disability, or anxiety, and has no way to tell which.
The evaluation gathers information from testing, from the parent, and where appropriate from the school, and produces a diagnosis and a written report the school can use. Where an accommodation plan is warranted, the report is written so that it supports that request rather than requiring another round of documentation.
Dyslexia and specific learning disorder evaluation
Reading, writing, and mathematics difficulties are distinct from attention difficulties, and they frequently appear alongside them. An evaluation separates the two.
This matters because the interventions are different. A child who is struggling to read because of a specific learning disorder needs something different from a child whose attention is the barrier, and a report that does not distinguish between them is not useful to a school.
What the evaluation includes
Two things to read first
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Tell us who needs the evaluation and what has been happening. We will follow up to talk through next steps.
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