Attention-Deficit/Hyperactivity Disorder

Primary Documentation

AccessibleNU advisors are in the best position to assist with determination of accommodations and services when students submit aNeuropsyhcological or Psychoeducational evaluation report completed no more than three years prior to the student’s request for accommodations, or since the student’s eighteenth birthday. The report should contain the following information:

  • Documented developmental history indicating relevant symptoms and problem behaviors across multiple settings. Possible data sources include past evaluations, school records, teacher and parent reports.

  • Documentation of current symptoms that meet DSM-5 diagnostic criteria or otherwise demonstrate functional impact. Data sources should include:

    • Clinical interviews
    • IQ tests (with special reference to any working memory and processing speed index scores)
    • Conners' CPT 3, TOVA, or other continuous performance tests
    • Tests of memory, attention, processing, and fluency from batteries such as the Woodcock Johnson IV Tests of Cognitive Abilities and of Achievement
  • Any medication the student is prescribed and a clear statement made as to whether the student was taking the medication(s) during the evaluation.

  • Documentation of current adult behavior (and past childhood behavior if possible) on rating scales of AD/HD symptoms that have appropriate norms. Possible data sources include norm-based behavior rating scales.

  • Corroboration of current AD/HD symptoms across multiple settings by one or more independent observers with knowledge of the student’s functioning. Possible data source include parent, spouse, teacher, supervisor, co-worker, relative, and/or clinician.

  • Clear evidence and documentation of interference with developmentally appropriate academic, social, or vocational functioning.

  • All other psychiatric or medical disorders that may cause problems with inattention that are differentially evaluated, documented, and considered in the differential diagnosis. This is particularly important when mood, anxiety, or substance-abuse disorders are involved. Other causes of problems with attention and concentration must be considered and discussed (e.g., test anxiety). A positive response to medication is not, by itself, considered diagnostic.

Minimal Documentation Requirements

Documentation that does not meet all of the above-listed standards nonetheless may be considered sufficient for the student to receive limited accommodations (time-and-a-half on tests and distraction-reduced testing room). This includes:

  • Documentation from another academic institution indicating uninterrupted period of accommodations 
  • Details of a clinical interview performed by a qualified professional and rating scales (filled out by the student and at least one other person) that support an AD/HD diagnosis. 

Verification Form

ANU's AD/HD Verification Form thoroughly filled out on behalf of the student by a licensed professional who diagnosed and/or currently treats the student. If the form is incomplete, AccessibleNU may request additional documentation. 

Please note that a psychoeducational or neuropsychological evaluation report (as described earlier), if available, is preferred over any of the forms of documentation listed above.

Potential Supplemental Documentation

Examples of documentation that are not typically adequate at the post-secondary level, but could be used to supplement priary documetnation include:

  • Letters stating only that the student has AD/HD or is taking a particular medication for AD/HD but that do not provide any diagnostic information or evidence of a history of accommodation 
  • An IEP or 504 Plan
  • A copy of a prescription for stimulant medication