Diagnostic assessments for Attention Deficit Hyperactivity Disorder in children and young people with a Learning Disability: Challenges and ideas for practice.

This article focuses on the challenges of assessing Attention Deficit Hyperactivity Disorder (ADHD) in children and young people with moderate to severe learning disabilities (LD), also known as intellectual disabilities. It highlights that standard ADHD diagnostic criteria and assessment tools often do not adequately capture the developmental, cognitive, and communication needs of this population, leading to under-recognition and diagnostic overshadowing. In response, a community children’s disability service has developed tailored approaches aligned with National Institute for Health and Care Excellence (NICE) guidelines, including adapted diagnostic criteria, modified semi-structured interview tools, play-based assessments, and observations across settings. The article emphasizes the importance of multi-perspective diagnostic discussions and calls for increased research, awareness, and clearer clinical guidance to improve equitable access to accurate ADHD diagnosis and support for children with LD.