Shenae Whitehead, PhD, is a licensed psychologist and the founder of Heart to Heart Counseling and Wellness Center, PLLC, in Fayetteville, North Carolina. Since 2015 she has delivered trauma-informed assessment and therapy to children, adolescents, and adults, employing evidence-based modalities such as EMDR, CPT, TF-CBT, DBT, and Theraplay. Her comprehensive testing expertise—from ADHD and learning disorders to military entrance processing and VA disability exams—underscores a commitment to precise diagnosis and tailored care for military families and the wider community.
Behavioral symptoms in children seldom point to a single cause. In military families, overlapping signs of trauma, attention issues, and academic struggles create diagnostic uncertainty. Without clear differentiation, interventions may treat behaviors without resolving the cause. Structured psychological testing, which uses a standardized set of tasks and questionnaires, helps identify underlying drivers before assumptions divert care.
Frequent relocations disrupted routines, and prolonged separations shape how military-connected children respond to stress. These changes can trigger behaviors that resemble attention-deficit/hyperactivity disorder (ADHD) or suggest learning difficulties. Educators and caregivers may raise concerns based on classroom performance or emotional responses. Clinicians must understand the behavior in context before making any diagnosis.
Behavior alone rarely provides that understanding. A child who avoids tasks or appears distracted may be reacting to trauma, facing processing challenges, or managing attention difficulties. While observation plays a role, similar behaviors across conditions create room for error. Subjective impressions, if used alone, increase the risk of mislabeling.
Standardized testing introduces consistency to the evaluation process. Tools that assess cognitive functioning, academic achievement, and emotional regulation help clarify what lies beneath observable behaviors. These instruments compare performance to age-based norms, revealing patterns that separate temporary responses from deeper developmental concerns.
Common tools include the WISC-V, which measures thinking and reasoning skills, and the BASC-3, which evaluates emotional and behavioral patterns. These assessments identify processing delays, skill gaps, or emotional indicators linked to trauma or anxiety. Clinicians use this data to trace concerns to specific causes instead of broad categories.
Consider a student referred for attention concerns due to recurring classroom outbursts. Testing may show strong focus during structured tasks but significantly below-grade reading comprehension. Emotional inventories might reveal high arousal levels, pointing to a trauma response rather than a neurodevelopmental disorder. This distinction alters the support plan and helps avoid unnecessary medication.
Clear identification strengthens treatment decisions. Clinicians who misdiagnose trauma as ADHD may prescribe stimulants while overlooking the core issue. Testing shifts attention from surface behaviors to functional causes, allowing for targeted care and reducing stress on families navigating complex transitions.
Accurate assessment supports eligibility for Individualized Education Programs (IEPs) or Section 504 accommodations in school settings. Military-connected students may arrive with limited records or face regular moves. Reliable testing data allows educators to build appropriate support and stability as students shift between schools.
Caregiver and teacher insights remain vital but gain depth when paired with objective results. Narrative context explains circumstances, while testing reveals consistent trends. Together, they inform decisions rooted in evidence rather than assumption.
In high-stress environments, clinicians may mistake behaviors like withdrawal or impulsivity for dysfunction. When trauma is common, such responses may reflect adaptation rather than impairment. Testing helps clarify the difference, ensuring diagnoses respond to actual needs and not generalized stress.
No single test provides all the answers. Clinicians must interpret results alongside developmental history, cultural background, and clinical judgment. Testing offers structure, not conclusions. It supports informed insight in environments that lack predictability.
When done well, assessment does more than assign categories. It aligns teams, strengthens collaboration, and brings direction to care planning. Diagnostic clarity becomes a stabilizing force for military-connected children whose environments may shift repeatedly. Reliable testing builds frameworks that hold steady even when everything else is in motion.
