• Supporting Your Child's Journey to Clarity

  • Welcome. We understand that taking this first step can feel significant, and we are here to support you.
    This screening tool is designed to help us understand your child’s unique strengths and challenges.

    How it Works:

    • It's Brief: This should take approximately 5-10 minutes to complete.
    • It's Confidential: All information shared here is handled with strict clinical privacy.
    • Personal Review: Once submitted, Ryan Williams will personally review these results to provide you with meaningful feedback on the best next steps for your child. 

    Please note: This is a preliminary screening tool based on clinical observations. It is intended to identify ADHD-related traits and is not a formal medical diagnosis. 

  • Date Completed:
     - -

  • Section 1: Inattention

    Please indicate how often each statement applies.
  • Failed to give close attention to details or made careless mistakes in work.
  • Has difficulty sustaining attention in tasks or play activities (e.g., difficulty remaining focused during lectures, conversations, or reading).*
  • Does not seem to listen when spoken to directly, even when there is no obvious distraction.*
  • Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus).*
  • Has difficulty organising tasks and activities (e.g., difficulty managing sequential tasks, poor time management).*
  • Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork, homework, lengthy reading).*
  • Loses items necessary for tasks or activities (e.g., school materials, books, toys, tools).*
  • Is easily distracted by extraneous stimuli, including unrelated thoughts.*
  • Is often forgetful in daily activities, such as chores, running errands, or appointments.*

  • Section 2: Hyperactivity

    Please indicate how often each statement applies.
  • Fidgeted with hands or feet or squirmed in seat
  • Leaves seat in situations when remaining seated is expected (e.g., leaves their desk at school or the dinner table at home).*
  • Runs about or climbs in situations where it is inappropriate (Note: in adolescents or adults, this may be limited to feeling restless).*
  • Unable to play or engage in activities quietly; makes excessive noise during activities.*
  • Is often “on the go”, acting as if “driven by a motor” (e.g., finds it difficult to remain still for extended periods).*
  • Often talks excessively or monopolises conversations without regard for others’ interest.*

  • Section 3: Impulsivity

    Please indicate how often each statement applies.
  • Blurts out an answer before a question has been completed (e.g., interrupts a teacher mid-sentence).*
  • Interrupts or intrudes on others (e.g., butts into conversations, games, or activities without invitation).*
  • Has difficulty waiting their turn (e.g., in line or during group activities).*
  • Should be Empty: