14 Jan 2026 ADHD and other disability diagnoses: the seven sins of clinicians
This webinar has already taken place. Scroll down to view the video recording. Click on the DOWNLOAD button to view or download a copy of the slide deck, which includes answers to questions posed by participants and a list of references.
—
This TI Best Evidence webinar was an encore presentation, originally delivered as part of the TI Best Evidence for Clinicians 2025 Annual Course on Friday, November 28, 2025 by Dr. Allyson G Harrison, Associate Professor in the Department of Clinical Psychology at Queen’s University. This presentation took a critical look at how ADHD and other disability diagnoses are made in young adults—and how well-intentioned clinicians sometimes get it wrong. The presentation was followed by a questions & answers session with Dr. Harrison.
—
TITLE: ADHD and other disability diagnoses: the seven sins of clinicians
WHEN: Wednesday, January 14th, 2026.
WHERE: free online webinar.
SPEAKER: Dr. Allyson G Harrison, Associate Professor in the Department of Clinical Psychology at Queen’s University and former Clinical Director of the Regional Assessment & Resource Centre, also at Queen’s.
CME CREDITS: The Division of Continuing Professional Development, University of British Columbia Faculty of Medicine (UBC CPD) is fully accredited by the Continuing Medical Education Accreditation Committee (CACME) to provide CPD credits for physicians. This activity meets the certification criteria of the College of Family Physicians of Canada and has been certified by UBC CPD for up to 1.0 Mainpro+ Certified Activity credit. Each physician should claim only those credits accrued through participation in the activity.
LEARNING OBJECTIVES (by the end of this session, participants will be able to):
- To identify common reasoning errors in disability assessments – Recognize the seven “sins” (e.g., confirmatory bias, base rate blindness, cherry-picking) that can lead to inaccurate diagnoses and inappropriate treatment or accommodation recommendations.
- To apply evidence-based assessment practices – Differentiate between screening and diagnostic tools, consider base rates, and use validity testing to reduce misdiagnosis and overdiagnosis.
- To critically evaluate diagnostic conclusions and accommodation requests – Understand the impact of concept creep, misinformation, and conflicts of interest, and adopt a more forensic, legally defensible perspective in clinical reporting.
About the topic: This presentation took a critical look at how ADHD and other disability diagnoses are made in young adults—and how well-intentioned clinicians sometimes get it wrong. Drawing on real case examples and extant research, Dr. Harrison highlighted common assessment errors such as overreliance on self-report, misuse of screening tools, and failure to consider alternative explanations for attention or academic problems. These missteps, combined with client and institutional pressures, have contributed to inflated ADHD diagnoses and unnecessary accommodations. The talk also examined how “concept creep” and popular misinformation have blurred the line between typical challenges and genuine impairment. The presentation was followed by a questions & answers session with Dr. Harrison.
See also: Dr. Harrison’s 2022 article on this topic: Harrison, A., Sparks, R. Disability Diagnoses: Seven Sins of Clinicians. Psychol. Inj. and Law15, 268–286 (2022). DOI: 10.1007/s12207-022-09449-x
About the speaker: Dr. Allyson G Harrison is an Associate Professor in the Department of Clinical Psychology at Queen’s University and former Clinical Director of the Regional Assessment & Resource Centre, also at Queen’s. Over and above her assessment practice, Dr. Harrison has been active both nationally and internationally, providing continuing education on issues related to LD and ADHD. Her areas of research interest are in assessment and differential diagnosis of LD and ADHD. She has published over 70 research articles in peer-reviewed journals, and authored seven book chapters. She is also a member of the editorial boards of the Canadian Journal of School Psychology, Psychological Injury and Law, and The Clinical Neuropsychologist, and an associate editor of the Journal of Psychoeducational Assessment. Finally, for the past two years she has been the chair of the Inquiries, Complaints and Reports Committee of the College of Psychologists and Behavioural Analysts of Ontario.
Ian relf
Posted at 17:51h, 09 JanuaryAbout time we heard this clearly enunciated.
Julie Connolly
Posted at 13:29h, 13 FebruaryThis should be required for all physicians. All nurse practitioners. We need support from the college and other places to push back against these patients. What I need to figure out is how do I confirm that a patient DOES NOT have ADHD? Especially if they know how to answer questions (oh yes, I always had trouble in school; no I don’t spend excessive time on my phone, etc etc). How does one do a functional assessment for ADHD? I NEED TOOLS to push back on these patients. This is an incredible CME.
Julie Connolly
Posted at 07:40h, 04 MarchThis was a beautifully done talk. That you so so much. But you need a megaphone and be placed on a high podium. Every single non-physician should have this shouted in their ears. All privately vested NP clinic selling this diagnosis needs to be charged with fraud and shut down.