Guidelines for Documentation of ADD/ADHD

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 reasonable accommodations.


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 below.


Contents of Documentation

  1. 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.
  2. Current functional limitations on major life activities resulting from the Attention Disorder. These may include but are not limited to:
    • Cognitive functioning
    • Academic skill levels
    • Behavioral functioning
    • Learning
    • Social functioning
  3. 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
    • Clinical observations/interview
    • Teacher observations
  4. 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.
  5. 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.
  6. 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:

Jeffrey S. Ogden
Coordinator of Student Accessibility Services
Franklin Pierce University
40 University Drive
Rindge, NH 03461
Phone: 603-899-4126
Fax: 603-899-4395 (Attn: Jeff)
Email:


CONTACT

Jeffrey S. Ogden, Student Accessibility Services

Center for Academic Excellence(603) 899-4126

Office Hours

Mon - Fri:
8 a.m. - 4:30 p.m.