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Attention-Deficit/Hyperactivity Disorder (AD/HD)

Documentation Guidelines for Attention-Deficit/Hyperactivity Disorder:

AccessibleNU-Q staff are in the best position to assist with determination of accommodations and services when students requesting accommodations for AD/HD submit an evaluation report containing the following information:

All other psychiatric or medical disorders that may cause problems with inattention are differentially evaluated, documented, and considered in the differential diagnosis. This is particularly important when mood, anxiety, or substance-abuse disorders are involved. Other causes of problems with attention and concentration must be considered and discussed (e.g., test anxiety). A positive response to medication is not, by itself, considered diagnostic.

Letters stating only that the student has AD/HD or is taking a particular medication for AD/HD but that do not provide any diagnostic information or evidence of a history of accommodation are typically not sufficient. An IEP, 504 Plan, or copy of a prescription for stimulant medication is also not typically adequate documentation of AD/HD at the post-secondary level but may be used to supplement documentation of disability.

It is most helpful when the assessment on which the documentation is based has been completed no more than three years prior to the student’s request for accommodations, or since the student’s eighteenth birthday.

Minimal Documentation Requirements

Documentation that does not meet all of the above-listed standards nonetheless may be considered sufficient for the student to receive limited accommodations (time-and-a-half on tests and distraction-reduced testing room) when the documentation is submitted with an uninterrupted period of accommodations from another academic institution.

At a minimum, students are encouraged to provide details of a clinical interview performed by a qualified professional and rating scales (filled out by the student and at least one other person) that support an AD/HD diagnosis. It may be useful for the licensed professional who diagnosed and/or who treats the student to access our AD/HD Verification Form and fill it out thoroughly on behalf of the student such that the minimal requirements are clearly met by the form.

If the form is incomplete, AccessibleNU-Q may request additional documentation. Please note that a psychoeducational or neuropsychological evaluation report (as described earlier), if available, is preferred over the completion of the AD/HD Verification Form. It is therefore usually not necessary to provide both a report and the verification form.

It should be noted that post-baccalaureate testing agencies (such as the GRE, GMAT, LSAT, etc.) frequently require more extensive testing to document AD/HD than the level accepted by AccessibleNU-Q for minimal accommodations. It is important to check with each testing agency for specific documentation requirements so that there will be time to obtain additional testing if needed.

As noted for the more detailed documentation requirements above, the assessment on which the minimal AD/HD documentation is based should have been completed no more than three years prior to the student’s request for accommodations, or since the student’s eighteenth birthday.

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