A child assessed across different settings

A school-age child has increasing difficulty completing tasks in a noisy classroom. At home the caregiver reports that activities are easier when instructions are brief and the room is quiet. The child describes poor sleep and anxiety about reading aloud. A teacher has completed a symptom questionnaire and asks whether the score alone proves ADHD. The family hopes that one diagnosis will explain every difficulty and requests a standard medication recommendation. No full developmental assessment, hearing or vision findings, learning evaluation or relevant medical review is supplied. The team must use the different accounts constructively, consider possible overlapping explanations and identify appropriate supports. This case does not authorize a diagnosis or a medication dose and does not assume that a caregiver or teacher is dishonest.