University of Montevallo
Attention Deficit/Hyperactivity Disorder Documentation Guidelines

 

The report should come from an appropriate licensed professional, such as a clinical or educational psychologist, psychiatrist, or physician with expertise in evaluating the impact of ADD/ADHD in a postsecondary educational environment. A diagnosis of ADHD by someone whose training is not in these fields may not be acceptable.  See “General Documentation Guidelines” for other important information about the documentation.

Documentation is considered on a case-by-case basis and should support the need for services based on current functioning.  DSS requests a current evaluation, preferably within the last three years.   Adult testing instruments are preferred.  Evaluations performed using children’s norms will be reviewed, but updated information may be required. 

To determine eligibility for services, the University requests the following information about the disability and how it impacts major life activities:

 

1.   A clinical interview, addressing relevant academic, medical, developmental/social history.   Include relevant medical, psychological or educational history.  Describe presenting symptoms and any applicable history of the use of accommodations in previous educational settings.

 

2.   A description of attention difficulties. Checklists/ratings scales can be important, but a single checklist or subtest score should not be the sole criterion for the diagnosis.  Many evaluators find it valuable to administer, or examine the results of, psycho-educational testing.  Note that such testing data may be required to support some kinds of academic accommodation requests.  Also, students who are considering a transfer to another university, or application to graduate or professional schools, may find that this testing is required. 
A comprehensive evaluation would include intelligence and achievement testing.  Intelligence/aptitude tests such as the Wechsler Adult Intelligence Scale – IV for the Woodcock Johnson Psycho-educational Battery – III: Test of Cognitive Ability are appropriate.  Appropriate achievement instruments would include tests such as the Woodcock Johnson Psycho-educational Battery – III: Tests of Achievement, Wechsler Individual Achievement Tests, Stanford Diagnostic Reading and Math Tests, etc.  Include subtest scores, preferably with standard scores and percentiles. 

 

3.   A clear diagnosis of ADHD using DSM-IV-TR criteria. Address the possibility of comorbid disorders that can mimic LD symptoms.

 

4.   Current medication/treatment, and/or history of such.  It is helpful to know if test data provided was obtained with or without medication.  A description of the impact, or any side effects, of the medication should also be included.

 

5.   Recommendations for accommodations to equalize this student’s educational opportunities at the postsecondary level.  If the testing results do not directly relate to recommended accommodations, provide rationale for such recommendations.

 

Please forward documentation or any questions to:

 

Revised 8/2010