Attention Deficit Hyperactivity Disorder (ADHD) is among the most known neurodevelopmental disorders in childhood and adolescence, with broad implications for learning, behavioral regulation, and social integration. Accurate and timely diagnosis is critical for effective intervention and the prevention of secondary difficulties. In addition to psychometric questionnaires, neuropsychological assessments provide objective measurements of core cognitive functions, including attention, inhibition, and cognitive flexibility. This article focuses on the analysis of three fundamental neuropsychological tools: the Continuous Performance Test (CPT), the Stroop Color-Word Test, and the Wisconsin Card Sorting Test (WCST), assessing their diagnostic value in identifying ADHD. Furthermore, it explores the integration of Information and Communication Technologies (ICT) in the administration, recording, and analysis of these assessments. The article aims to propose a technologically enhanced, multi method diagnostic model that responds to the challenges and needs of ADHD evaluation in modern clinical and educational settings.