ATTENTION DEFICIT/HYPERACTIVITY DISORDER DOCUMENTATION GUIDELINES

An Attention Deficit/Hyperactivity Disorder assessment must be conducted by a trained, qualified, and licensed professional who has direct experience in identifying and diagnosing ADHD in adolescents and adults. The name, title, and professional credentials of the evaluator, including information about license or certification, as well as area of specialization, employment, and state or province in which the individual practices should be clearly stated in the documentation. Clinical psychologists, neuropsychologists, psychiatrists, and other qualified medical doctors are considered qualified to evaluate and diagnose ADHD. In order to ensure an objective assessment, the professional completing the evaluation should not be a family member. All reports should be on letterhead, typed, dated, signed, and otherwise legible. The assessment must be current, typically meaning that it was conducted within the last three years. The diagnostic report must include the following:

1.    DiagnosTIC interview

The information collected for the summary of the diagnostic interview should consist of more than a self-report, as information from third party sources is critical in ht diagnosis of ADHD. The diagnostic interview should include, but is not necessarily limited to the following:

·        Evidence of family impairment

·        Family history

·        Developmental history

·        Relevant medical and medication history

·        History of presenting attentional symptoms

·        Description of current functional limitations pertaining to an educational setting that appear to be a direct result of problems with attention

·        A review of prior psycho-educational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems

·        Alternative diagnoses and/or explanations for impairments should be ruled out

2.    Diagnostic battery

Psycho-educational assessments are important in determining the current impact of the disorder on the individual’s ability to function in an academic setting. The report must include objective data, which might include, but not be limited to psychological assessments, educational assessments, rating scales, memory function tests, attention or tracking tests, or continuous performance tests. Score report pages which present the test, sub test, raw scores and derived scores, should accompany the report.

3.    SPECIFIC DIAGNOSIS

The report must be comprehensive and include a specific diagnosis of ADHD based upon the DSM-IV diagnostic criteria. The diagnostician should use direct language, and avoid the use of such terms as “suggests,” “is indicative of,” or “attentional problems.”

4.    RECOMMENDED LIST OF ACADEMIC ACCOMMODATIONS

Each accommodation recommended by the evaluator must include a rationale. If the recommended accommodations are not clearly identified in the diagnostic report, DSS will seek clarification, and if necessary, more information.