YASU ADHD Structured Interview - Parent

**Young Adult Support Unit – ADHD Assessment (Parent Collateral Information Gathering)** **<u>Situation</u>** **Date:** [date of appointment] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely. Write in format DD/MM/YYYY.) **Time:** [time of appointment](Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **Attendees:** [list of attendees including patient and other family members] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **Clinician:** [clinician name and role](Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **Appointment type:** [document type of appointment such as mode, setting and location](Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **[document that patient has arrived for appointment and provided consent]**(Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **<u>Background</u>** [mention patient's name, pronouns, age, medical condition and presenting issue] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely. Write in full sentences.) **<u>Presentation:</u>** [document mental state and presentation observations such as dressing, appearance, affect, speech, and thought content] (Only include observations explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely. Write as a bullet point list, with each item on a new line.) (If the appointment was a phone session, write the following. Only include if explicitly mentioned in transcript, contextual notes or clinical note; otherwise omit entirely.) "- Pt's appearance was unable to be assessed due to phone appt" Early Development - Pregnancy and birth history:[document pregnancy and birth history including complications, prematurity and birth weight if known] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Early developmental milestones: [document early developmental milestones such as motor, communication and social milestones] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Early temperament and behaviour:[document early temperament and behaviour including aspects such as activity levels, sleep, feed and mood regulation] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Childhood Behaviour and Functioning - Attention and concentration:[document attention and concentration history including if patient was easily distracted, struggled to finish tasks and daydreaming] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Activity level and impulsivity: [document activity level and impulsivity history including risk taking] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Emotional regulation:[document emotional regulation history including tantrums and frustration tolerance] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Organisation and routines:[document organisation and routines history including keeping track of belongings, homework, and daily structure](Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Social relationships:[document social relationships history including making and keeping friends, conflict, and social understanding] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) School and Learning (Primary and High School) - Academic progress:[document academic progress including any learning difficulties, strengths, and giftedness] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Teacher feedback: [document teacher feedback including comments about inattention, behaviour, effort, and potential vs performance] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Reports of disruptive behaviour: [document reports of disruptive behaviour including calling out, not sitting still and difficulties following instructions] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - School reports or interventions: [document school reports or interventions including tutoring, IEPs, and learning support] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Adolescence - Changes with increased demands:[document changes during adolescence with increased demands such as organisation, independence and transitions between classes] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Risk-taking behaviour: [document risk-taking behaviour in adolescence such as substance use, unsafe driving, and sexual risk-taking] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Motivation and engagement:[document motivation and engagement during adolescence including drop in grades, and struggles with sustained effort] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Peer relationships and family dynamics:[document peer relationships and family dynamics during adolescence including conflict, withdrawal, and reliance on supports] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Medical and Mental Health History History of other diagnoses:[document history of other diagnoses including learning disorders, autism, and mood/anxiety disorders] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Medical issues:[document relevant medical issues such as thyroid, seizures, head injuries, and sleep problems] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Family history:[document family history such as ADHD, autism, learning difficulties, and mental health conditions] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) Protective Factors and Strengths - Areas of talent or special interest:[document areas of talent or special interest such as sports, arts and hobbies] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Supports used successfully in the past:[document supports used successfully in the past such as mentoring, coaching and tutoring] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) - Resilience factors/adaptive strategies:[document resilience factors and adaptive strategies such as persistence, creativity, and problem-solving] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely.) **Plans:** [document plan such as next review date, referrals, follow-up booked, feedback and resources to be provided to patient and patient reminders] (Only include if explicitly mentioned in transcript, contextual notes or clinical note, else omit entirely. Write as a bullet point list, with each item on a new line.)