Students requesting accommodations on the basis of attention
deficit-hyperactivity disorder (ADHD) must provide documentation by
a professional who has undergone comprehensive training and has relevant
experience in differential diagnosis and the full range of psychiatric
disorders (e.g., licensed clinical psychologist, neuropsychologist,
psychiatrist and other relevantly trained medical doctors).
The documentation must include:
- Evidence of early impairment. The condition must have been exhibited
in childhood in more than one setting.
- Evidence of current impairment. A history of individual's presenting
attentional symptoms and evidence of current impulsive/hyperactive
or inattentive behaviors that significantly impair functioning in
two or more settings must be provided.
- A diagnostic interview. The interview must contain self-report and
third-party information pertaining to: developmental history, family
history of ADHD or other learning or psychological difficulties, relevant
medical and medication history, a thorough academic history, a review
of prior psychoeducational test reports to determine whether a pattern
of strengths or weaknesses is supportive of attention or learning
problems.
- Evidence of alternative diagnoses or explanations being ruled out.
The documentation must investigate and discuss the possibility of
dual diagnoses and alternative or coexisting mood, behavioral, neurological
and/or personality disorders that may confound the ADHD diagnosis.
- Neuropsychological or psychoeducational assessments needed to determine
the current impact of the disorder on the individual's ability to
function in an academic setting. Such data should include subtest
and standard scores.
- A specific psychological diagnosis as per the Diagnostic and Statistical
Manual - IV (DSM-IV). Symptoms of hyperactivity/impulsivity which
were present in childhood, and the current symptoms which have been
present for at least the past six months and which impair functioning
in two or more settings (e.g., school, work, home) must also be identified.
- An indication of whether or not the student was evaluated while
on medication, and whether or not the prescribed treatment produced
a positive response.
- A clinical summary which:
1. indicates the substantial limitations to major life activities
posed by the disability,
2. describes the extent to which these limitations would impact
the academic context for which accommodations are being requested,
and
3. suggests how the specific effects of the disability may be
accommodated, and
4. states how the effects of ADHD are mediated by the recommended
accommodations.
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