The following guidelines are provided in the interest of assuring that documentation is appropriate to verify a student's eligibility and to support their requests for accommodations, academic adjustments and/or auxiliary aids based on a diagnosis of ADHD.

Documentation Necessary to Substantiate the Diagnosis Must Be Comprehensive

• Evidence of Early Impairment – Since ADHD is, by definition of the DSM-IV, first exhibited in childhood (although it may not have been formally diagnosed) and manifests itself in more than one setting, relevant historical information is essential. The following should be included in a comprehensive assessment:
  • Clinical summary of objective historical information, establishing symptomology indicative of ADHD throughout childhood, adolescence, and adulthood as garnered from transcripts, report cards, teacher comments, tutoring evaluations, and past psycho-educational testing
  • Third party interviews when available.
• Evidence of Current Impairment
  • Statement of Presenting Problems – A statement regarding the individual’s ongoing impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more areas.
  • Diagnostic Interview – An interview including developmental, academic, family, psycho-social, and medical history, as well as a discussion of any dual diagnosis of alternative or co-existing mood, behavioral, neurological and/or personality disorders.

Testing Must Be Current

In most cases, "current" refers to testing that has been conducted within the last three years. Since the provision of all reasonable accommodations and services is based upon the current impact of the student’s disabilities on his/her academic performance, it is in the student’s best interest to provide recent and appropriate documentation.

Relevant Testing Information Must Be Provided

A neuro-psychological or psycho-educational assessment is important in determining the current impact of the disorder on an individual's ability to function in academic settings. A complete assessment is the primary tool for determining the degree to which ADHD currently impacts the individual relative to test-taking and in other academically-related tasks.

Standard scores must be provided for all measurement norms. Percentiles are also acceptable; grade equivalents are not acceptable unless standard scores and/or percentiles are also included. The assessment must show evidence of discrepancies and intra-individual differences, and the particular profile of the student's strengths and weaknesses must provide a rationale for the recommended accommodations.

Recommendations for Accommodations Must Include a Rationale

The diagnostic report must include specific recommendations regarding the curriculum, as well as testing considerations. A detailed explanation must be provided as to why each accommodation is recommended and should be correlated to specific test results or clinical observations. If any accommodation or auxiliary aid was provided in the past, it should be discussed, including information about specific conditions under which the accommodations were used, such as standardized testing, final exams, and/or national board examinations.

• Although any school plan – such as an IEP or 504 plan – is not sufficient in and of itself, it can be included as part of a more comprehensive assessment battery as described in this document.
• If no prior accommodations have been provided, the qualified professional and/or student should include a detailed explanation as to why no accommodations were used in the past and why accommodations are needed at this time.

Evaluation Must Be Conducted by a Qualified Professional

Professionals conducting assessments and rendering diagnoses of ADHD must be qualified to do so, and experience working with an adult or older adolescent population is essential.

The name, title, testing date(s), and professional credentials of the evaluator, including information about license or certification –for example, a licensed psychologist – as well as areas of specialization, employment and state in which the individual practices should be clearly stated.

The following professionals would generally be considered qualified to evaluate ADHD provided they have training in learning disabilities:

• Clinical or neuro-psychologists
• Psychiatrists
• Other relevantly-trained medical doctors

Note that the use of diagnostic terminology indicating ADHD by someone whose training is not consistent with the above criteria does not meet the eligibility requirements. All reports must be typed and otherwise legible.

The following guidelines are provided in the interest of assuring that documentation is appropriate to verify a student's eligibility and to support their request for accommodations, academic adjustments and/or auxiliary aids based on a learning disability.

Testing Must Be Comprehensive

The following items must be included in this assessment:

• Diagnostic Interview: Since learning disabilities are frequently manifested during childhood, historical information of learning difficulties in elementary and secondary education must be included. The diagnostic interview, by a qualified examiner, must include relevant background information to support the diagnosis. Such information includes:
  • Developmental history
  • Academic history, including prior standardized testing reports of classroom academic performance classroom reports of behavior notable trends in academic performance
  • Family history
  • Psycho-social history
  • Medical history (Absence of medical basis for the present symptoms)
  • History, if any, of prior psychotherapy and pharmacotherapy
  • Discussion of any dual diagnosis of alternative or co-existing mood, behavioral, neurological and/or personality disorders
  • A discussion of the presenting learning problems
• Neuro-psychological or Psych-educational Evaluation: The neuro-psychological or psycho-educational evaluation for the diagnosis of a specific learning disability must be submitted on letterhead of the qualified professional. The evaluation must provide clear and specific evidence of a learning disability. It is not acceptable to administer one test, nor is it acceptable to base the diagnosis on only one of several sub-tests. Objective evidence of a substantial limitation to learning must be provided. Domains to be addressed must include the following:
  • Aptitude- A complete aptitude battery is required with all sub-tests and standard scores. Acceptable instruments include, but are not limited to:
    • Wechsler Adult Intelligence Scale-Revised
    • Woodcock-Johnson Psychological Battery Revised
    • Test of Cognitive Ability
    • The Stanford-Binet Intelligence Scale: Fourth Edition
  • Achievement- A complete achievement battery is required with all sub-tests and standard scores. The battery may include current levels of academic functioning in reading (decoding and comprehension), mathematics, and written language. Acceptable instruments include, but are not limited to:
    • Woodcock-Johnson Psycho-educational Battery-Revised: Tests of Achievement
    • Wechsler Individual Achievement Test-II (WIAT-II)
    • Stanford Test of Academic Skills (TASK)
    • Scholastic Abilities Test for Adults (SATA)
    • Test of Written Language-3 (TOWL-3)
    • Woodcock Reading Mastery Tests-Revised
    • Stanford Diagnostic Mathematics Test
  • Information Processing- Specific areas of information processing must be assessed. These areas include, but are not limited to short/long term memory, sequential memory, auditory and visual perception/processing, processing speed, executive functioning and motor ability. Acceptable instruments include, but are not limited to:
    • Detroit Tests of Learning Aptitude-3 (DTLA-3)
    • Information from subtests on the WAIS-R
    • Information from the subtests of the Woodcock-Johnson Tests of Cognitive Ability
    • Information from the subtests of other instruments relevant to the presenting problem(s)

Testing Must Be Current

In most cases, "current" refers to testing that has been conducted within the last three years. Since the provision of all reasonable accommodations and services is based upon the current impact of the student’s disabilities on his/her academic performance, it is in the student’s best interest to provide recent and appropriate documentation.

However, in the case of adults tested after age 21, testing within a five-year period can be accepted. In the case of a graduate student or continuing education student, DSS will consider documentation of accommodations from a previous institution of higher education.

Report Must Include a Specific Diagnosis

Individual “learning styles,” ”learning differences,” and “academic problems” do not constitute a learning disability.

The nature and severity of the functional limitation(s) must be supported by the test data, academic history, anecdotal and clinical observations which may include an assessment of the student's level of motivation, study skills, and other non-cognitive factors. These findings must identify a relationship between the students' functional limitations and the disability.

Actual Test Scores Must Be Provided

Standard scores must be provided for all measurement norms. Percentiles are also acceptable; grade equivalents are not acceptable unless standard scores and/or percentiles are also included. The assessment must show evidence of discrepancies and intra-individual differences. The particular profile of the student’s strengths and weaknesses must provide a rationale for the accommodations that are recommended.

Recommendations for Accommodations Must Include a Rationale

The diagnostic report must include specific recommendations regarding the curriculum, as well as testing considerations. A detailed explanation must be provided as to why each accommodation is recommended and should be correlated to specific test results or clinical observations. If any accommodation or auxiliary aid was provided in the past, it should be discussed, including information about specific conditions under which the accommodations were used (e.g. standardized testing, final exams, national board examination). Although any school plan – for example, an IEP or 504 plan – is not sufficient in and of itself, it can be included as part of a more comprehensive assessment battery as described in this document.

If no prior accommodations have been provided, the qualified professional and/or student should include a detailed explanation as to why no accommodations were used in the past, and why accommodations are needed at this time.

Qualified Professional Must Conduct the Evaluation

Professionals conducting assessments and rendering diagnoses of specific learning disabilities must be qualified to do so, and experience working with an adult or older adolescent population is essential.

The name, title, testing date(s), and professional credentials of the evaluator, including information about their license or certification –for example, a licensed psychologist –as well as areas of specialization, employment and state in which the individual practices should be clearly stated.

The following professionals would generally be considered qualified to evaluate specific learning disabilities, provided they have training in learning disabilities:

• Clinical or educational psychologists
• Neuropsychologists
• Medical doctors known to specialize in specific learning disability conditions
• School psychologists/learning disability specialists/educational diagnosticians

Note that the use of diagnostic terminology indicating a specific learning disability by someone whose training is not consistent with the above criteria does not meet the eligibility requirements. All reports must be typed and otherwise legible.

The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for accommodations, academic adjustments and/or auxiliary aids based on a physical, medical and/or sensory related disability.

Such documentation must include the following information and descriptions:

• Diagnostic Statement Describing the Disability – Documentation must provide a clear diagnostic statement that describes how the condition was diagnosed, information on the functional impact, and details the typical progression or prognosis of the condition.
• Diagnostic Methodology Used – Include a description of the diagnostic criteria, evaluation methods/procedures, tests/ dates of administration, as well as a clinical observation and specific results. Diagnostic methods that are congruent with the particular disability and current in professional practice are recommended.
• Current Functional Limitations – Information on how the disabling condition(s) currently impacts the individual is necessary for both establishing a disability and identifying possible accommodations. It should identify the major life function that is being substantially limited.
• Expected Progression or Stability of the Disability – Include statement on expected changes in the functional impact of the disability over time and context. If the condition is not stable, information on interventions for exacerbations (including the individual’s own strategies) and recommended timelines for re-evaluation are helpful.
• Past and Current Accommodations, Services and/or Medications – Include a statement on accommodations the student has had in the past or is currently receiving by another institution.
• Recommendations for Accommodations – Recommended accommodations and services must be logically related to the functional limitations.

Providers may choose to include this information in the format of a letter, or use the Documentation of a Medical or Psychological Disability Form.

The following guidelines are provided in the interest of assuring that documentation is appropriate to verify eligibility and to support requests for accommodations, academic adjustments and/or auxiliary aids based on a mental health diagnosis.

Documentation must include the following information and descriptions:

• Diagnostic Statement Describing the Disability – Provide a clear diagnostic statement that describes how the condition was diagnosed, information on the functional impact, and details describing the typical progression or prognosis of the condition.
• Diagnostic Methodology Used – Include a description of the diagnostic criteria, evaluation methods/procedures, and tests/dates of administration, as well as a clinical observation and specific results. Diagnostic methods that are congruent with the particular disability and current in professional practice are recommended.
• Current Functional Limitations – Include information on how the disabling condition(s) currently impact(s) the individual; this is necessary for both establishing a disability and identifying possible accommodations. It should identify the major life function that is being substantially limited.
• Expected Progression or Stability of the Disability – Include statement on expected changes in the functional impact of the disability over time and context. If the condition is not stable, information on interventions for exacerbations – including the individual’s own strategies – and recommended timelines for re-evaluation are helpful.
• Past and Current Accommodations, Services and/or Medications – Include a statement on accommodations the student has had in the past or is currently receiving by another institution
• Accommodation Recommendations – Recommended accommodations and services must be logically related to the student's functional limitations.

Providers may choose to include this information in the format of a letter, or may use the Documentation of a Medical or Psychological Disability Form.