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Last summer, Boy2 was diagnosed with attention-deficit/hyperactivity disorder (ADHD), hyperactivity presentation. While working through the assessments for him, I realized that many of the symptoms could have applied to Boy1 as well. I reached out to Boy2’s therapist to see if she could connect me with someone who could evaluate Boy1. She referred me to one of her supervisors, and we proceeded with the assessment.

The psychologist diagnosed Boy1 with adjustment disorder with mixed disturbance of emotions and conduct, while also noting a possibility of ADHD. He suspected that there might be another underlying issue presenting as ADHD and recommended autism testing due to some of Boy1’s anxious behaviors, such as rocking and avoiding eye contact.

From the outset, I didn’t think Boy1 had autism. When DSS initially presented his case, they mentioned autism and suspected autism, but I didn’t see those traits in him. He was incredibly social, and social deficits are a significant component of an autism diagnosis. Despite this, I was committed to exploring every avenue to ensure he received the support he needs, including autism testing.

Interestingly, the psychologist spent only a short time with Boy1, during which he was notably anxious and displaying behaviors like those mentioned. The psychologist concluded that this nonverbal child was likely autistic.

Following Boy1’s psychoeducational testing (see my previous post), the clinician felt strongly that he showed symptoms consistent with ADHD, particularly inattention. However, given that Boy1 also experiences “spacing out” due to seizure activity, the clinician was unsure if the inattention could be attributed solely to ADHD. This led to a recommendation for a second opinion from a developmental pediatrician, which also provided an opportunity to discuss potential pharmaceutical treatments if we chose that route.

Throughout this journey, I completed countless Vanderbilt assessments for Boy1—at least four—but each one seemed to reflect a different aspect of his situation. We finally received a diagnosis of ADHD with an inattentive presentation. While the label isn’t the most important thing to our family (and we will never let him feel ashamed of it), the key is the treatment plan that follows. Each diagnosis brings a tailored treatment strategy, and that’s what will support Boy1’s growth and well-being.

Since starting school with us, I’ve been hopeful that addressing his inattention will unlock his learning potential. He is incredibly smart and capable; he just needs these barriers removed. We’ve already made strides by managing his seizures, which now allow him to be fully present without blacking out. Next, we’ll focus on overcoming the challenges of inattention to help him thrive.

One of my favorite quotes that I think fully represents Boy1.

Featured image courtesy of Deposit Photos artist Professor25.