Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder (ADD/ADHD)
To qualify for services, a student must provide documentation of diagnosed ADD/ADHD.
The guidelines that follow are provided in the interest of assuring that documentation
of ADHD demonstrates an impact on a major life activity and supports the request for
Practitioners Who Can Provide a Diagnosis
Certified School Psychologists, Licensed Psychologists, Licensed Clinical Psychologists,
Psychiatrists, Licensed Professional Counselor-Mental Health (LPC-MH), and other appropriately
trained medical doctors.
Recency of Documentation
ADHD is a condition that can manifest itself differently as people age. Therefore,
it is recommended that a current evaluation be conducted that includes the items listed
Contents of Documentation
A specific diagnosis that conforms to the current Diagnostic and Statistical Manual
(DSM) of the American Psychiatric Association for Attention Deficit Disorder, with
or without hyperactivity. Symptoms of AD/HD that were present in childhood and the
current symptoms that have been present for at least the past six months and that
impair functioning in two or more settings (e.g., school, work, home) must be identified.
Current functional limitations on major life activities resulting from the Attention
Disorder. These may include but are not limited to:
Academic skill levels
Evidence to support the functional limitations statements made in #2. This may include
but is not limited to:
Aptitude/ Cognitive ability: Assessed using a standardized test such as the Wechsler
Adult Intelligence Scale - Fourth Edition or a similar instrument
Academic Achievement: Tests of Reading, Writing and Math Skills measured by standardized
and comprehensive individual achievement tests such as the Woodcock-Johnson Third
Edition, the Wechsler Individual Achievement Test - II or other similar tests
Standardized rating scales designed to measure attention, impulsivity, and hyperactivity
such as the Connors 3, or other similar measures
Recommended Accommodations. All accommodations should be directly related to functional
limitations listed in #2. The rationale for each recommendation should be contained
in #3 above.
Recommendations for other supports, strategies or services that may benefit the individual
in a higher education environment. This includes suggestions for the use of assistive
technology, how the use of medications may alleviate symptoms of the attention disorder
as well as any other recommended interventions such as counseling services.
Other pertinent diagnoses or recommendations for other evaluations that may be needed.
This is not intended to be an exhaustive list or to restrict assessment in other pertinent
areas. Acceptable alternative evaluations may be determined by the Coordinator of
Student Accessibility Services. Students seeking qualified professionals for assessments
may find referral sources from disability services staff at a college or university,
or from a physician.
All documentation is confidential and should be submitted to:
Student Accessibility Services Center for Academic Excellence Franklin Pierce University 40 University Drive Rindge, NH 03461 Phone: 603-899-4107 Fax: 603-899-4395 Email: