Children, young people and adults

ADHD-related psychological evaluation in English in Japan

For children, young people or adults who have considered needs or differences related to attention, organisation, executive functioning, behavioural regulation or activity levels.

Book a free 15-minute consultation All psychological evaluations

In short

Who it is for: Children aged 6+, young people and adults in Japan
First step: Screening, billed as two hours and paid separately
Information: Family, school or another informant where relevant and consented to
Format: Online appointments with standardised testing in person
Outcome: A written psychological report in English

HCPC (UK)PYL38998
SocialstyrelsenSweden
DClinPsy · CPsycholBPS Chartered · RAPPS
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English-speakingServing Japan

Who this page is for

ADHD-related questions at different ages

The reason for enquiring and the useful sources of information vary with age and circumstances. Screening considers the individual question before any full evaluation is accepted.

Children and young people

Parents or carers may enquire about attention, organisation, executive functioning, behavioural regulation or activity levels. Questions may arise through everyday routines, learning, relationships, classroom participation or a recent change in demands.

The evaluation considers the child or young person’s developmental stage, current functioning, strengths and needs. Concerns do not have to follow one standard story. Screening establishes whether a full evaluation is warranted and what information would be needed.

The child or young person’s own perspective is included in a way that suits their age and communication.
Assessment methods are selected individually after screening.
Recommendations may address home, education and other relevant settings.

Family and school information

For a child or young person, parent or guardian information is usually important. School information may also be useful because attention, regulation and learning can look different across settings. Teacher questionnaires, an interview with a teacher or SENCO, school reports and existing support plans may be considered where relevant.

School involvement requires family consent. A school may suggest LivFull, but the family must agree and contact LivFull directly. The family nominates the school contact, and information is not requested without the appropriate consent.

School input contributes evidence; it does not decide the conclusion.
Existing records can clarify development, previous support and changes over time.
The report may include school recommendations where the findings support them.

Adults

Adults may seek evaluation because of questions arising in work, study, home life, relationships or daily organisation. Some have considered ADHD-related differences for years; others have only recently identified attention or executive-functioning concerns. Either situation may be discussed at screening.

An adult evaluation considers current functioning, relevant developmental information, psychological and emotional status, strengths and possible alternative or additional explanations. Information from a partner, family member or another person may be included where it is useful and the adult gives consent.

Workplace-only difficulties are not assumed; functioning across relevant settings is considered.
Available records and developmental information are discussed realistically.
Recommendations may relate to work, study, home routines or further assessment.

Reasons for enquiring

Areas that may be discussed at screening

These descriptions are examples of questions people bring to LivFull. They are not a symptom checklist and recognising an experience does not establish ADHD.

Area 01

Presenting concerns

The principal reasons the family or the adult client has contacted LivFull, described in their own words. Screening begins here, because the concerns that matter most to the person shape what an evaluation would need to answer.

Area 02

Attention

Questions may concern sustaining, shifting or directing attention, following information, completing tasks or managing distraction. The context and impact matter as much as the reported difficulty.

Area 03

Organisation and executive functioning

Planning, starting, sequencing, remembering and monitoring tasks may be considered across relevant home, school, study or work settings.

Area 04

Behavioural regulation, activity and impulsivity

Pausing, responding to limits, managing frustration, restlessness, movement, pace and impulsive responding may all be relevant. Their developmental and situational context is considered rather than inferred from a checklist alone.

First clinical step

What screening establishes

Clarity about whether a full evaluation is warranted

Screening includes an intake interview and standardised questionnaires. It helps determine whether a full evaluation is warranted and what its scope should be. It also requires substantially less time and financial commitment than a full evaluation.

Screening may confirm that proceeding is appropriate or that another course would be more suitable. It does not guarantee acceptance for a full evaluation or any particular result.

Screening is required before a full evaluation.
It is billed as two hours and paid separately.
Booking screening does not commit the client to further work.
Later evaluation work receives an individual estimate.

The free consultation

Book a free 15-minute consultation to clarify LivFull’s process, logistics, fees and whether screening may be an appropriate next step. The consultation is not an assessment and does not involve a detailed symptom history.

Self-referral and consent

LivFull clients refer themselves. A professional or school may recommend the service, but the adult client or family must consent and contact LivFull directly. Relevant information is requested only with the appropriate written consent.

Individual scope

ADHD-related, learning, cognitive, emotional and other questions may overlap. The scope is determined during screening and assessment methods are selected for the individual rather than assigned from a fixed condition-based list.

Evidence

Information that may contribute to the evaluation

The sources used depend on age, the purpose of the evaluation, what is available and what the client or family has consented to share.

The person’s account

Children, young people and adults are invited to describe what they notice, what is difficult and what works well. The approach is adapted to age, communication and participation needs.

Developmental and family information

Parents or guardians usually provide developmental and family information for a child. Adults discuss the developmental information and records that are realistically available to them.

School or other informant information

Teachers, SENCOs, partners, family members or other informants may contribute where their perspective is clinically useful and the client or family has given consent.

Existing records

School reports, support plans, previous assessments, medical or psychological reports and other relevant records may be reviewed when available and shared with consent.

Individually selected assessment methods

As the appropriate methods depend on the individual question, interviews, questionnaires and recognised standardised instruments are selected individually during screening. LivFull therefore does not publish a fixed ADHD test battery.

Other possible explanations

Psychological and emotional status, learning, sleep, health and other relevant factors may need consideration. A full evaluation can support one explanation, more than one explanation or a different conclusion.

The evaluation overview lists examples of standardised instruments available within the practice. Those examples describe what the practice has access to; the methods used in any evaluation are selected individually during screening.

Scope

ADHD-related and psychoeducational questions may overlap

ADHD-related focus

The main question may concern attention, activity level, impulsivity, organisation, behavioural regulation or executive functioning across relevant settings.

Learning and cognitive questions

A child or young person may also have questions about reading, writing, mathematics, language, memory, cognitive functioning or the support needed at school.

Scope decided individually

Screening identifies the relevant questions and whether ADHD-related and learning areas should be considered together within one individual scope. The presenting concerns determine which areas an evaluation covers.

Read the psychoeducational evaluation guide for detailed information about learning and school-related assessment.

Process

The evaluation process

The stages below show how a prospective evaluation moves from a practical enquiry to screening, assessment, feedback and the report.

01Optional · free
15-minute consultation
A short online consultation about LivFull’s process, logistics, fees and whether screening may be an appropriate next step. It is not an assessment and does not involve a detailed symptom history.
02Paperwork
Consent
The adult client or parent or guardian reviews and completes the relevant consent forms before screening begins.
03Online · required
Screening
An intake interview and standardised questionnaires, billed as two hours and paid separately. Screening considers whether a full evaluation is warranted, the appropriate scope and whether another course may be more suitable.
04Normally online
Interviews and information gathering
This may include interviews, questionnaires, information from family, school or another informant with consent, and review of relevant records.
05In person · required
Standardised testing
When a full evaluation proceeds, administration of certain standardised tests takes place near Yokohama Station or Yamagata Station, commonly over one or two days.
06Online
Feedback and written report
The findings, their limits and recommendations are discussed in a feedback meeting. A written psychological report in English normally follows around one month after the final assessment appointment.

Practicalities

Time, place and fees

Hours and calendar

An evaluation takes approximately 20–35 hours in total when screening is included. In calendar terms it is typically two to three months, depending on availability and individual needs. These are typical timings rather than guaranteed deadlines.

Testing locations

Standardised testing takes place at an office near Yokohama Station or Yamagata Station, each less than five minutes from the station, subject to availability. Yokohama availability is more limited.

Fees and estimate

The evaluation fee is ¥25,000 per hour, or ¥17,500 per hour for clients who are not reimbursed through insurance. Screening is billed as two hours and paid separately. Later evaluation work receives an individual estimate before the client decides whether to proceed.

Payment and insurance information is set out on the fees page.

Report

What the written report may contain

The report is written in English and tailored to the person evaluated. Depending on the scope, it may include the referral context, strengths and needs, developmental and background information, methods, qualitative and quantitative results, psychological conclusions with reference to DSM-5-TR criteria or classifications where appropriate, clinical interpretation, recommendations and suggested next steps.

Recommendations reflect age and circumstances. For a child or young person they may address home routines, classroom access, teaching approaches or areas for review. For an adult they may concern work, study, daily organisation, communication or further assessment. The evidence determines which recommendations are included.

The report is discussed in a feedback meeting before it is issued. Questions can be raised after receipt, and further discussion can be arranged by appointment.

Sharing and recipient requirements

The report is locked against editing.
It is normally sent to the adult client or the child’s parent or guardian.
The client or family decides whether to share it and with whom.
Some organisations may accept it as formal documentation under their own policies.
The receiving organisation decides its requirements, acceptance and implementation of any recommendation.

Clinical boundary

Psychological and medical services

LivFull’s psychological evaluation

LivFull provides psychological evaluation, findings and recommendations, including a psychological report with reference to DSM-5-TR criteria or classifications where appropriate. A particular conclusion cannot be promised before the evidence is gathered and interpreted.

Medication and medical treatment

LivFull does not prescribe medication. A report may recommend further medical or psychiatric assessment and/or treatment where this appears relevant. The physician or psychiatrist makes their own assessment and treatment decisions.

FAQ

Questions before screening

LivFull clients refer themselves. An adult client or a child’s parent or guardian contacts LivFull directly. A school, clinician or another professional may suggest or recommend LivFull, but the client or family must consent and make contact. Every prospective evaluation then begins with screening.

Yes. LivFull provides psychological evaluation, findings and recommendations for children aged 6 and above, young people and adults, including a psychological report with reference to DSM-5-TR criteria or classifications where appropriate. Screening determines whether a full evaluation is warranted and what it should cover.

ADHD-related and psychoeducational questions can overlap, particularly when attention, executive functioning and learning all affect school. Screening considers the child’s presenting concerns and the purpose of the evaluation, then determines an individual scope. The relevant areas may be assessed together where appropriate.

School information is often useful for a child or young person, but its relevance is decided individually. Any teacher questionnaire, teacher or SENCO interview, record review or other school contact requires family consent. The family nominates the appropriate school contact.

LivFull does not prescribe medication. A report may recommend further medical or psychiatric assessment and/or treatment where this appears relevant, and it may support a medical request. A physician or psychiatrist makes their own assessment and treatment decisions.

An evaluation takes approximately 20–35 hours in total when screening is included. In calendar terms it is typically two to three months, depending on availability and individual needs. Screening is billed and paid separately, and later evaluation work receives an individual estimate before the client decides whether to proceed.

Interviews, questionnaires and feedback are normally completed online. Standardised testing is completed in person near Yokohama Station or Yamagata Station, subject to availability. Testing commonly takes one or two days.

A report may support self-understanding, educational or workplace planning, relevant recommendations and a request for further medical or psychiatric assessment. Some organisations may accept LivFull’s psychological report as formal documentation under their own policies. The receiving organisation decides its requirements, whether it accepts the report and whether it implements any recommendation.

More information about psychological evaluation

Psychoeducational evaluationA detailed guide to learning, cognitive and school-related questions for students aged 6 and above.Autism-related evaluationHow screening and evidence from more than one source may inform an autism-related question.Evaluation and medical diagnosisHow LivFull’s psychological evaluation differs from medical or psychiatric assessment.International schools and evaluationsA guide to family consent, school input, information sharing and report recommendations.

Evaluation overview Fees About Dr Karan Sahar

To ask about screening, email enquiry@livfullpsychology.com or use the contact page.

Book a consultation about ADHD-related evaluation

Book a free 15-minute consultation See fees