ADHD

Guidelines for Documentation of Attention-Deficit/Hyperactivity Disorder

Students who desire accommodations from the Office of Student Disability Services on the basis of a diagnosed attention deficit/hyperactivity disorder (ADHD) are required to submit documentation to verify need and eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based on documentation of a disability that substantially limits one or more major life activities, such as learning.

Since Christian Brothers University’s goal is to provide reasonable and appropriate support services for students with disabilities, students are required to provide current and comprehensive documentation of their disability justifying a need for accommodation.

The following guidelines are provided to assure that documentation is appropriate to verify eligibility and is supportive of requests for reasonable accommodations, academic adjustments, and/or auxiliary aids on the basis of a diagnosed attention-deficit/hyperactivity disorder.

1. Qualifications of the Evaluator.
   The evaluator should have expertise in diagnosing attention deficit/hyperactivity disorder in adults and diagnosing other psychiatric disorders that might be comorbid or confused with ADHD. A qualified professional such as a neurologist, psychiatrist, licensed clinical or educational psychologist, licensed psychological examiner, or a combination of such professionals should make the diagnosis of ADHD.
2. Currency of Documentation.
   The assessment of ADHD should be current, preferably within three years of the student's request for disability services. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disability on his/her academic performance, it is in the student's best interest to provide recent and appropriate documentation. If the documentation is outdated or inadequate in scope or content, it may be necessary to update the evaluation report or to request clarification or further information. Further, if co-existing learning disabilities or other disabling conditions are indicated, further assessment and/or documentation may be required.
3. Identification of DSM-IV-TR Criteria.
   Christian Brothers University subscribes to the definition of attention-deficit/hyperactivity disorder and the diagnostic criteria for it expounded in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Text Revision (DSM-IV-TR). A diagnostic report should include a review and discussion of the DSM-IV-TR criteria for ADHD both currently and retrospectively and specify which symptoms are present.
   
   The following DSM-IV-TR general criteria must be met in order for a diagnosis of ADHD to be made:
1. The person must display "a persistent pattern of inattention and/or hyperactivity-impulsivity for at least 6 months to a degree that is more frequent and severe than is typically observed in individuals at a comparable level of development."
2. "Some hyperactive-impulsive, or inattentive symptoms that cause impairment must have been present before age 7 years."
3. "Some impairment from the symptoms is present in two or more settings" (e.g., at school, work, and at home).
4. "There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning."
5. "The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another diagnosis (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder)."

4. Documentation Must Be Comprehensive.
   An individualized education program (IEP) or a 504 plan is insufficient documentation in and of itself, but can be included as part of a more comprehensive evaluative report.
   
   The following information should be included in the assessment documentation:
1. Clear statement of the DSM-IV-TR diagnosis.
2. Date of diagnosis.
3. Summary of procedures and instruments used to make the diagnosis, to include diagnostic interview, aptitude testing, achievement testing, information processing and behavior rating scale.
4. A summary of evaluation results, including standardized scores.
5. Past and present symptoms that meet the DSM-IV-TR criteria for diagnosis.
6. Medical history relating to current use of medication and the impact of the medication on the student's ability to meet the demands of the academic program.
7. Statement of current impact and limitations on student's academic performance.
8. An interpretative summary based on a comprehensive evaluative process, to include demonstration of the evaluator's having ruled out alternative explanations for inattentiveness, impulsivity, and/or hyperactivity as a result of psychological or medical disorders or non-cognitive factors.
9. Recommendations for academic accommodations to compensate for the disability. Each accommodation recommended by the evaluator must include a rationale.
10. The name, title, and professional credentials of the evaluator. Information about license or certification as well as the area of specialization, employment, and state or province in which the individual practices should be clearly stated in the documentation.
11. All reports should be on letterhead, typed, dated, signed, and otherwise legible.

Further assessment and/or documentation by an appropriate professional may be required if co-existing learning disabilities or other disabling conditions are indicated. If LD, psychiatric, or physical disabilities are involved, please refer to the documentation guidelines for those specific disabilities.

Determinations of reasonable and appropriate accommodations are made by Christian Brothers University Disability Accommodation Committee and are based on the documentation information, evaluation of the documentation by an outside professional, the student's request for accommodations, and the tasks required for the student's courses as defined by individual faculty members. Accommodations are always individually determined