Objective, gold-standard clinical assessments identifying attention deficits, impulsivity, and executive dysfunction for California IEPs and 504 Plans.
Attention Deficit Hyperactivity Disorder is among the most misunderstood conditions in California special education.
Many school districts dismiss ADHD as a "behavioral issue" or claim that a student with passing grades does not qualify for special education services. However, under federal IDEA mandates and California Education Code § 56337, ADHD qualifies under Other Health Impairment (OHI) if attention, alertness, or executive function deficits adversely affect educational access, organizational stamina, or classroom productivity.
When a school district's triennial assessment relies on basic checklist surveys or fails to evaluate working memory, cognitive processing speed, and sustained attention, parents have the absolute legal right under 34 C.F.R. § 300.502 to request an Independent Educational Evaluation (IEE) at public expense.
Multi-source, multi-setting diagnostic batteries conducted by Licensed Educational Psychologists.
Standardized computerized vigilance measures (Conners CPT-3 / CATA) evaluating commission errors, sustained attention, and response inhibition.
BRIEF-2 and CEFI standardized parent, teacher, and self-reports measuring emotional regulation, cognitive flexibility, initiation, and working memory.
WISC-V and Woodcock-Johnson IV cognitive testing disaggregating verbal intelligence from working memory and processing speed deficits.
In-person classroom and unstructured setting observations to record off-task latency, task-switching friction, and peer social interaction.
CAS provides multidisciplinary assessment across all six core special education domains.
Cognitive, academic, and social-emotional assessments for Learning Disabilities, Autism, and ADHD.
Comprehensive SLP evaluations for articulation, language processing, and pragmatics.
Fine motor, sensory processing, and visual-motor integration assessments.
Gross motor and mobility evaluations for campus access.
Assessment of gross motor skills for PE participation.
Specialized testing for reading disorders and phonological processing.
Yes. Under IDEA 34 C.F.R. § 300.8(c)(9) and California Education Code § 56337, ADHD qualifies a student under the Other Health Impairment (OHI) category when attention, alertness, or executive function deficits adversely impact educational performance.
School district evaluations often rely solely on brief teacher questionnaires that overlook subtle inattentive symptoms. An Independent Educational Evaluation conducts multi-informant objective testing, continuous performance tasks, and cognitive battery analysis across home and school environments.
Yes. CAS Evaluations provides individualized, actionable recommendations including executive function coaching, specialized academic instruction, extended testing time, sensory breaks, and self-monitoring strategies.