ADHD, Tics & Emotional Regulation
Independent evaluation for children and adolescents whose attention, behavior, or emotional regulation is creating meaningful difficulty — at home, at school, or both.
What We Evaluate ↓When Attention Problems Are More Than a Phase
ADHD is one of the most frequently diagnosed — and most frequently misunderstood — conditions of childhood. An independent neuropsychological evaluation establishes whether ADHD is present, identifies which presentation (inattentive, hyperactive-impulsive, or combined), and determines whether the difficulties being observed are attributable to ADHD or to another condition that can look similar.
This distinction matters. Anxiety, depression, learning disabilities, sleep disorders, and processing deficits can all produce attention problems. A diagnosis without a thorough differential evaluation is incomplete — and may result in treatment that misses the underlying cause.
What the ADHD Evaluation Addresses
- Diagnostic clarification — ADHD vs. other explanations
- Presentation type and severity
- Impact on academic performance and daily functioning
- Co-occurring learning disabilities
- Co-occurring anxiety, depression, or mood dysregulation
- Medication management documentation if needed
- School accommodation recommendations (IEP, 504)
- Standardized testing accommodation documentation
Tics Are Often the Most Visible Part of a Larger Picture
Tic disorders — including Tourette Syndrome — are neurological conditions characterized by repetitive, involuntary movements or vocalizations. They are frequently accompanied by ADHD, OCD, anxiety, and learning difficulties. Understanding the full profile — not just the tics — is essential to understanding how the child is actually affected and what they need.
An evaluation assesses the nature and impact of tic symptoms, identifies co-occurring conditions, and produces clear recommendations for school, clinical treatment, and medication management where indicated.
What the Tic Evaluation Addresses
- Characterization of tic symptoms and severity
- Impact on social, academic, and daily functioning
- Co-occurring ADHD — present in the majority of cases
- Co-occurring OCD and anxiety features
- Mood and emotional regulation difficulties
- School accommodation needs
- Clinical treatment and referral recommendations
When a Child's Emotional Responses Are Consistently Overwhelming
Emotional dysregulation — difficulty managing frustration, anger, sadness, or anxiety in ways that are proportionate and recoverable — is one of the most disruptive and least well-understood difficulties a child can experience. It affects the family, the school environment, peer relationships, and the child's own sense of self.
Evaluation identifies the conditions underlying the dysregulation — which may include ADHD, anxiety, mood disorders, trauma history, or neurological factors — and produces a clear clinical picture of what is driving the behavior and what is most likely to help.
What the Emotional Regulation Evaluation Addresses
- Diagnostic clarification — anxiety, mood disorders, ADHD, or other drivers
- Trauma history and its current functional impact
- Severity and patterns of emotional and behavioral dysregulation
- Family and school context
- Risk assessment where indicated
- Clinical treatment recommendations
- School support and accommodation guidance
These Conditions Rarely Appear Alone
ADHD, tic disorders, and emotional regulation difficulties overlap significantly with one another and with learning disabilities, anxiety, OCD, and mood disorders. A child referred for one concern often has more than one condition contributing to their difficulties.
✦ The evaluation is designed to identify the complete picture — not just the presenting concern. A diagnosis that addresses only part of what is happening leaves the rest unaddressed. Families leave with a full clinical account of what is driving their child's difficulties, not a partial answer.
Thorough, Efficient, and Built Around Your Child
The evaluation is calibrated to what each child actually needs. Where prior school or clinical testing is available, it is reviewed and incorporated — components are not duplicated without clinical reason.
THE EVALUATION INCLUDES
- – Clinical interview with parents and, where appropriate, the child
- – Review of prior records, school reports, and previous evaluations
- – Standardized rating scales completed by parents and teachers
- – Direct assessment of cognitive, academic, and behavioral functioning
- – Integration of all findings into a written diagnostic report
THE REPORT PROVIDES
- – Formal clinical diagnosis with full differential
- – Specific recommendations for school accommodations
- – Documentation for IEP, 504, and standardized testing accommodations
- – Clinical treatment recommendations and referral guidance
- – Medication management documentation where applicable
You Do Not Need a Referral or a Prior Diagnosis
Families may contact LST Psychological Services directly. Many children referred for evaluation have never had a formal diagnosis — only concerns from teachers, a pediatrician, or parents themselves. A concern is enough to begin.
Concerns From the School
A teacher, school psychologist, or counselor has raised concerns about attention, behavior, or emotional regulation — and you want an independent clinical assessment.
Prior Diagnosis, Incomplete Picture
Your child has an existing ADHD or other diagnosis but treatment has not been effective, or you are uncertain whether the diagnosis is complete or accurate.
Medication Decisions
A prescribing physician has requested or recommended a neuropsychological evaluation before initiating or changing medication.
School Documentation Needed
Your child needs documented clinical support for an IEP, 504 plan, or standardized testing accommodations that the school evaluation has not adequately provided.
Working With LST Psychological Services
Initial Call
A phone call to discuss your child's situation, prior history, and whether an evaluation is the right next step.
Intake & Records
Intake materials are completed by parents. Prior school records, evaluations, and teacher reports are collected and reviewed before testing begins.
The Evaluation
Testing is conducted across one or more appointments, depending on scope. Rating scales are completed by parents and teachers in advance.
Report & Review
A written report is provided with findings, diagnosis, and specific recommendations. Results are reviewed directly with the family.
Initial Call
A phone call to discuss your child's situation, prior history, and whether an evaluation is the right next step.
Intake & Records
Intake materials are completed by parents. Prior school records, evaluations, and teacher reports are collected and reviewed before testing begins.
The Evaluation
Testing is conducted across one or more appointments, depending on scope. Rating scales are completed by parents and teachers in advance.
Report & Review
A written report is provided with findings, diagnosis, and specific recommendations. Results are reviewed directly with the family.
The Right Starting Point Is a Conversation
If you have concerns about your child's attention, behavior, tics, or emotional regulation — whether or not there has been a prior diagnosis — a phone call is where to begin. No referral is required.
📍 301 South Bemiston, Suite 800, Clayton, Missouri 63105
✉ lst@lstpsychologicalservices.com
🕐 By Appointment
LST Psychological Services accepts pediatric evaluation referrals from families, pediatricians, child psychiatrists, and school psychologists.