How to Prepare for QbCheck Without Added Stress

A QbCheck appointment can feel significant, particularly when you or your child have been waiting a long time for answers. Knowing how to prepare for QbCheck can take much of the uncertainty away. The aim is not to produce a perfect result. It is to create ordinary, comfortable testing conditions that allow the assessment to reflect everyday attention, impulsivity and activity as accurately as possible.

QbCheck is a computer-based ADHD screening tool. It gathers objective information about how a person responds during a focused task, alongside their movement during the assessment. It can be a valuable part of the wider clinical picture, but it does not diagnose ADHD on its own. A qualified professional will consider the result alongside developmental history, reported difficulties, school or workplace information, and other relevant evidence.

What QbCheck is designed to show

During QbCheck, the person completing the assessment follows simple instructions on a computer. The task is deliberately repetitive and requires sustained attention. Depending on the version used, a camera may also measure movement while the task is completed.

The assessment produces information in three broad areas: attention, impulsivity and activity. For example, it can show whether someone misses targets, responds when they are not meant to, or finds it difficult to remain still over time. These patterns can help a clinician understand reported concerns more clearly.

It is worth remembering that there is no pass or fail result. A person may find the task easy, frustrating, boring or tiring. All of these reactions are useful context. Trying to alter the result, by forcing unusual stillness or deliberately making mistakes, makes the information less helpful and can delay a clear understanding of what support may be needed.

How to prepare for QbCheck the day before

Preparation is mostly about reducing avoidable distractions. Keep the day before as ordinary as possible, especially for a child who is anxious about appointments. Explain that they will complete a short computer activity, that they do not need to revise for it, and that they are not being judged.

A calm, honest explanation often works best: “The assessment helps us understand how concentrating feels for you. You just need to listen to the instructions and do your best.” Avoid presenting it as a test they must succeed at. Children and teenagers, in particular, may worry that a result means something is ‘wrong’ with them. Reassure them that the purpose is to identify strengths, challenges and the right support.

Prioritise a normal night’s sleep. Fatigue can affect anyone’s concentration, mood and patience, whether or not they have ADHD. One poor night does not automatically invalidate the appointment, so do not panic if sleep has been unsettled. Simply let the assessor know, as this can be considered when interpreting the findings.

The same principle applies to illness, major distress or an unusually difficult day at school, university or work. If someone is genuinely unwell, contact the provider to ask whether rescheduling would be more appropriate. If they are simply a little nervous, attending is usually preferable to building more worry around the appointment.

Medication, food and routine

Medication instructions need individual care. If the person taking QbCheck uses ADHD medication or any medication that may affect concentration, alertness or movement, ask the assessor in advance what they would like you to do on the day. Do not stop, delay or change prescribed medication without clear guidance from the prescribing clinician or assessment provider.

Sometimes an assessor may want to understand performance while medication is being taken; in other situations, they may ask for a different approach. It depends on the purpose of the screening and the wider assessment. Clear information about medication, dose and timing is far more useful than guessing.

Eat and drink as normal before the appointment. A child who has missed breakfast, a student who has lived on coffee, or an adult who has rushed from work without food may be less comfortable and less able to concentrate. There is no special diet required for QbCheck. The practical goal is simply to avoid hunger, thirst or a sugar crash becoming the main feature of the session.

Where possible, keep the usual daily routine. A familiar morning can be particularly helpful for younger children and for people who find transitions difficult. Bring glasses or hearing aids if these are normally used for reading, screen work or following spoken instructions.

Set up the right conditions for remote QbCheck

If QbCheck is being completed remotely, the environment matters. Choose a quiet room with a stable internet connection, a suitable computer and enough space to sit comfortably. A desk or table is better than balancing a device on a bed or sofa.

Before the appointment, check that the computer is charged or plugged in and that the webcam, microphone and internet connection are working. Close games, streaming services, messaging apps and unnecessary browser tabs. Notifications can interrupt the task and create misleading distraction.

Try to minimise interruptions from siblings, pets, deliveries and household noise. This does not mean the room must be unnaturally silent. Ordinary background sounds happen in real life. However, a television playing nearby or a parent repeatedly coming in to offer reminders can make it harder to get a representative result.

For children, a parent or carer may need to help with the initial set-up, but should then follow the assessor’s instructions about where to sit. Remaining close enough to reassure a nervous child can be appropriate. Prompting answers, encouraging faster responses or reminding them to stay still is not. The task needs to show what the child can manage independently.

What to do during the assessment

Arrive a few minutes early, whether the appointment is online or in person. This allows time to resolve a technical issue, use the toilet and settle without rushing. Being late can add unnecessary pressure, especially when someone is already worried about concentrating.

During the instructions, listen carefully and ask if anything is unclear. It is better to clarify the task at the beginning than to continue while uncertain about what a response should be. Once the activity starts, complete it as naturally as possible. There is no benefit in overthinking every click or movement.

Parents can help by keeping their own language neutral. Instead of saying, “Sit still” or “Really focus”, try, “You only need to follow the instructions and have a go.” Teenagers and adults deserve the same reassurance: this is a piece of information, not a verdict on intelligence, effort or character.

If the assessment feels unexpectedly difficult, boring or frustrating, continue as best you can and mention it afterwards. That experience may be relevant. Equally, a person who performs well on a structured computer task can still experience significant ADHD-related difficulties in a busy classroom, lecture theatre or workplace. Real life places demands on organisation, time management, emotional regulation and competing priorities that a single task cannot fully capture.

Bring the wider picture to the conversation

QbCheck is most meaningful when it sits within a careful discussion of everyday life. Before the appointment, make a few notes about the difficulties that led you to seek support. You may wish to include examples of distractibility, forgetfulness, restlessness, rushed mistakes, unfinished tasks, emotional overwhelm, sleep patterns or organisation challenges.

For a child or young person, feedback from school can be useful. Think about whether concerns are seen in more than one setting, such as home and school, and whether they have been present over time. For university students and adults, examples from study, employment and home life can provide valuable context. ADHD can look different across ages and individuals, so specific examples are often more helpful than general statements such as “they cannot focus”.

At Dittas Dyslexia & Dyscalculia Assessments, QbCheck screening is approached as part of a whole-person understanding. Attention difficulties can overlap with anxiety, sleep problems, dyslexia, dyspraxia, sensory needs and other learning differences. A thoughtful assessment process helps separate what is happening from assumptions about why it is happening.

After QbCheck: give yourself permission to wait for interpretation

It is natural to want an immediate answer, particularly if you have spent years trying to understand why learning, organising or keeping up feels harder than it appears to for others. However, the score needs professional interpretation. Results should be considered with the person’s history, current circumstances and reported experiences.

Use the period after the assessment to reflect on what felt familiar. Did the task highlight difficulty sustaining attention? Was sitting still uncomfortable? Did the structured format feel easier than an ordinary school or work day? Share these observations with the assessor, but do not try to interpret the report alone before you have had the opportunity to discuss it.

A well-prepared QbCheck appointment is not about controlling the outcome. It is about giving yourself or your child the best chance to be seen clearly, with care, context and the practical support that can follow.