Based upon recent trends among college students with ADHD and dialogue among postsecondary professionals, an alternative model of assessment that transcends test-centered approaches is proposed. With an emphasis on the development of more user-friendly and practical reports, the article also addresses differential diagnosis and comorbidity, medication management, and common maladaptive behavior patterns needing assessment, treatment, and prevention. The role of postsecondary service providers in using formal and informal assessment measures to determine reasonable accommodations and effective services is explored. Finally, practices that assist students in becoming self-determined adults are recommended.
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