When to Get Your Child Assessed (and When to Wait)
The Parent’s Dilemma
Every parent has moments of worry: “My six-year-old can’t sit still… is that ADHD?” “My daughter still can’t read simple words—should I get her tested?” Or “He melts down over tiny things—do we need to see someone, or will he outgrow it?”
Acting too soon can feel like over-reacting; waiting too long risks missed support, falling grades, or unnecessary emotional pain. This guide walks you through how to decide—step-by-step—whether to book an assessment now or keep monitoring.
1️⃣ Start With a Three-Part Reality Check
Persistence – Has the concern lasted 6+ months?
Yes → Move Toward Assessment
No → Keep Monitoring
Pervasiveness – Does it shows up in 2 or more places (home, school, sport)?
Yes → Move Toward Assessment
No → Keep Monitoring
Impact – Is it limiting learning, friendships, daily life or self-esteem?
Yes → Move Toward Assessment
No → Keep Monitoring
Ticking two or more “Yes” boxes is a strong indicator your child will benefit from professional input now.
Tip: Teachers are invaluable partners. If school staff are raising repeated concerns, schedule a conversation; they see hundreds of children across developmental stages and can benchmark typical vs. atypical.
2️⃣ Know the Critical Ages & Milestones
Early Years (0 – 5)
Speech & Language
No words by 18 m; < 50 words by age 2.5; minimal social pointing/babbling → Red Flags to Act Now
Late talking in bilingual homes with good social engagement → Often Safe to Watch & Wait
Social Interaction
Limited eye contact, little joint attention, repetitive play (hand-flapping, lining toys) → Red Flags to Act Now
Stranger anxiety, shyness in new settings → Often Safe to Watch & Wait
Motor Skills
Not sitting by 9 m, no walking by 18 m, constant toe-walking → Red Flags to Act Now
Awkward running style before age 3 → Often Safe to Watch & Wait
Primary Years (6 – 12)
Academic
Inconsistency despite high effort, ongoing reading/spelling struggles, maths facts never stick → Red Flags to Act Now
Attention/Memory
Daily “off-task,” forgets instructions, loses belongings → Red Flags to Act Now
Behaviour
Persistent impulsivity, aggressive outbursts, difficulty following rules → Red Flags to Act Now
Watch & Wait
Short dips after family move, friendship drama, or illness—should (improve within 3 months with support)
Adolescence (13 – 18)
Red Flags to Act Now
Sharp grade drop without new social activities or workload spike
Risky behaviours: substance use, dangerous driving choices
Social withdrawal, quitting all hobbies, self-harming talk
Watch & Wait
Occasional moodiness tied to exams or friendship issues
Mild rule-testing (later curfew) typical if negotiable
Small decline during Year 9 transition, improving within a term
3️⃣ The Hidden Costs of “Wait-and-See”
Learning Gaps Widen: A Year 2 decoding issue may become entrenched reading avoidance by Year 4.
Compounding Anxiety: Without clarity, children may internalise struggles as personal failure.
Behaviour Labels: Unidentified ADHD can be misread as laziness or non-compliance, harming self-esteem.
Lost Funding Windows: Early intervention programs (NDIS Early Childhood Approach, school literacy supports) often require formal documentation.
Conversely, premature assessment can cost time and money if the behaviour is transient. The sweet spot is acting when problems impede daily functioning.
4️⃣ Fast-Track Situations—Skip “Watch & Wait”
Regression – Loss of language, toileting, or social skills previously mastered
Safety Risks – Running into traffic, head-banging, suicidal language
Chronic School Refusal – > 2 weeks absent or distressed daily
Severe Sleep or Eating Disruption – Affecting growth, cognition
Persistent Physical Complaints – Headaches/stomach-aches unexplained medically
In these cases, book with your GP and a psychologist straightaway.
5️⃣ Assessment Pathways & What Happens Next
a. Quick Screening Consult
30–45 min parent consultation
Developmental history review + rating scales
Outcome: Monitor vs. full assessment recommendation
b. Comprehensive Psycho-educational / Diagnostic Assessment
Parent interview & background forms
Teacher questionnaires (multiple contexts)
Standardised testing (cognitive, academic, social-emotional)
Feedback session & report with tailored strategies for home and school
School liaison to implement accommodations (IEP, extra time, seating)
c. Post-Assessment Supports
Therapy (CBT, play-based, social-skills groups)
OT, speech pathology, or tutoring referrals
NDIS or school-funded interventions
Early clarity drives targeted support—no more guessing what will help.
6️⃣ Practical Tips While You Decide
Track behaviours (date, trigger, duration) → gives professionals concrete data
Check with teachers or coaches → shows how widespread the issue is
Test one strategy for 4 weeks (e.g., visual morning chart)
If it works, keep monitoring; if not, consider assessment
Explain the process to your child in simple terms:
“Everyone’s brain works differently; meeting a specialist can help school feel easier.”
✅ Final Thoughts
Choosing to assess is ultimately about optimising your child’s wellbeing and potential.
If challenges are persistent, pervasive, and causing distress, timely assessment brings answers, resources, and relief.
Gayton Psychology specialises in child and adolescent assessments—ADHD, autism, learning and emotional concerns—serving families across Melbourne.
Not sure if it’s time? We offer a free phone consult to help you decide.
📞 0422 651 697 🌐 gaytonpsychology.com ✉️ katherine@gaytonpsychology.com