Assessments for Adults

No. Some adults come in fairly certain they have ADHD, autism, dyslexia, or another learning difference. Others simply know that something has never quite added up. Part of the assessment process is figuring out which explanations actually fit the pattern.

Yes, when both are appropriate areas to explore. ADHD and autism can overlap in some ways, and some adults have both. The evaluation is designed around the full picture rather than requiring you to choose one concern before testing begins.

Yes. Adults can be evaluated for dyslexia, dysgraphia, dyscalculia, and other learning differences. Many adults were never identified in school because they compensated well, received strong support, or had strengths that helped mask the extent of the problem.

Doing well academically does not automatically rule out ADHD, autism, or a learning difference. Some adults compensated through strong reasoning abilities, intense effort, perfectionism, family support, or carefully choosing classes and environments that played to their strengths. The question is not only whether you succeeded. It is also how you succeeded and how much effort it required.

Not necessarily. Developmental history is useful, particularly when evaluating ADHD or autism, but a parent is not the only possible source of information. With your permission, I may speak with a spouse, partner, sibling, other family member, or longtime friend who knows you well. Old school records and report cards can also be useful when they are available.

That is important information. Many adults have spent years consciously or unconsciously adapting how they behave in different environments. Assessment should not be based only on whether someone “looks autistic” or appears distracted during an appointment. Your developmental history, internal experience, compensatory strategies, and the amount of effort required to function all matter.

Yes. Both ADHD and autism are developmental, so the evaluation looks for evidence that relevant patterns were present earlier in life. That does not mean someone needed to have been diagnosed, referred, or obviously struggling as a child. Some adults were overlooked because they compensated well, had strong academic abilities, had supportive environments, or did not fit common stereotypes.

Then we talk about what the assessment does show. The purpose of testing is not to confirm a diagnosis you already suspect. Sometimes the findings point to another explanation, such as a learning difference, anxiety, executive-function weaknesses, or a combination of factors.

Depending on the findings and the purpose of the evaluation, the report may include recommendations relevant to workplace or higher-education accommodations. The organization reviewing an accommodation request ultimately determines its own eligibility requirements, so an evaluation cannot guarantee that a particular accommodation will be approved.

Yes. Adult assessment can be completed remotely throughout California. The evaluation is adapted for remote administration while still allowing me to look carefully at the areas relevant to your concerns, including attention, executive functioning, learning, memory, and autism-related characteristics. For adults who prefer in-person testing, appointments are also available in Pasadena, and in-home testing is available across Los Angeles and surrounding areas for an additional fee.

No. For some people, having an accurate diagnosis is very important. It may provide access to accommodations, treatment, or resources. But the assessment should also help you understand yourself. The goal is clarity: understanding your strengths, your challenges, what you may have been compensating for, and what may help going forward.