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ADD/ADHD | Hearing Impairments | Invisible Disabilities | Learning Disabilities
Physical Impairments | Psychological Disabilities | Visual Impairments
Prospective Student Registration

Information about ADD/ADHD

• Introduction
• Required Assessments & Diagnosis
• Interpretive Summary
• Accommodations
• When to Contact ODS
• New Students
  

Introduction
According to Hallowell and Ratey (1994), Attention-Deficit/Hyperactivity Disorder (ADHD), Inattentive Type (formerly know as Attention-Deficit Disorder or ADD) is a neurological syndrome that is usually genetically transmitted, and is characterized by distractibility, impulsivity, and restlessness. In ADHD inattentive type, these characteristics are present from childhood on, and because these characteristics occur with much greater intensity (than a person who does not have ADHD), it interferes with everyday functioning.

Required Assessments & Diagnosis
Students requesting accommodations from ODS due to a diagnosed Attention Deficity/Hyperactivity Disorder (predominantly inattentive, predominantly hyperactive-impulsive or combined type) must provide current and comprehensive documentation of the disability from a QUALIFIED PROFESSIONAL. A qualified professional includes the following types of licensed psychologists: clinical, educational, school, neuropsychologist and other relevantly trained medical doctors. In orrder to be considered CURRENT, the evaluation must be performed within 3 years of the student’s request for accommodation(s).

The report must include a specific diagnosis of ADHD based on the DSM-IV TR diagnostic criteria.

1. Level of Severity: Mild, Moderate, or Severe.
2. Date of Diagnosis.
3. Date of last contact with the student.
4. One of each of the following should be included in the documentation:
   1. Evidence of early impairment.
   2. Evidence of current impairment.
   3. Clinical/diagnostic Interview.
   4. Rating scales:
      1. Wender Utah Rating Scale.
      2. Brown Attention-Activation Disorder Scale.
      3. Beck Anxiety Inventory.
   5. Neuro-psychological and psycho-educational testing:
      1. Weschler Adult Intelligence Scale – 3rd Edition (WAIS-III).
      2. Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability.
      3. Kaufman Adolescent and Adult Intelligence Test.
   6. Academic Achievement:
      1. Woodcock-Johnson Psychoeducational Battery Revised: Test of Achievement.
      2. Weschler Individual Achievement Test (WIAT).
   7. Information Processing:
      1. Detroit Tests of Learning Aptitude
      2. Subtests from the WAIS-III or the Woodcock-Johnson Psychoeducational Battery Revised: Test of Cognitive Ability
   8. Medical Evaluation:
      1. Rule out of the following:
         1. Neuroendocrine disorders .
         2. Neurologic/Psychological disorders.
   9. Other tests deemed necessary such as:
      1. Conners Continuous Performance Test (CPT).
      2. Integrated Visual and Auditory (IVA) CPT.

Interpretative Summary
A well-written interpretative summary based on a comprehensive evaluative process is a necessary component of the documentation. Because AD/HD is in many ways a diagnosis that is based upon the interpretation of historical data and observation, as well as other diagnostic information, it is essential that professional judgment be utilized in the development of a summary, which must include:

1. indication of rule out for inattentiveness, impulsivity, and/or hyperactivity as a result of psychological or medical disorders or noncognitive factors (including medications).
2. indication of how patterns of inattentiveness, impulsivity, and/or hyperactivity across the life span and across settings are used to determine the presence of AD/HD.
3. indication of whether or not the candidate was evaluated while on medication, and whether or not the prescribed treatment produced a positive response.
4. indication and discussion of the substantial limitation to learning presented by the AD/HD and the degree to which it affects the individual in a higher education setting.
5. indication as to why specific accommodations are needed and how the effects of AD/HD symptoms, as designated by the DSM-IV, are mediated by the accommodations.All documentation must include the following:
• Name of assessment instruments used and dates of testing.
  
• Quantitative and qualitative information which supports the diagnosis (including subtest scores).
• The areas of educational impact and the severity of the condition.
  
• Previous history of the disability and verification of any previous testing.
  
• Recommendations for prescriptive treatments.
  
• Notation of medications prescribed, if any, and potential impact on learning.
  
• Additional observations or recommendations, which could assist us in adequately serving the student.
6. The names, titles, addresses, phone numbers, state of license and license number of the evaluator(s).

Accommodations
Accommodations are decided on a case-by-case basis and may include but are not limited to or completely inclusive of the following:

• Extended time for examinations
• Writing directly on the test, without a scantron
• examinations in a distraction-reduced environment
• Tape Recorded Lectures
• Volunteer note taker
  

Please note that in reviewing the specific accommodation(s) requested by the student or recommended by the evaluator, ODS may find that, while a recommendation is clinically supported, it may not be the most appropriate accommodation given the requirements of the particular student’s academic program.

In addition, ODS may also propose clinically supported accommodations that would be appropriate and useful for the student, but which neither the student nor the evaluator have requested. These guidelines are provided so that ODS can respond appropriately to the individual needs of the individual student.

ODS reserves the right to determine eligibility for services based on the quality of the submitted documentation. Submitted documentation may need to be updated or augmented. Students who submit documentation that does not meet the guidelines will be required to send an updated evaluation before being considered for services.

When to contact ODS

• To request accommodations each semester.
• To request additional accommodations(s) or review existing accommodations.
• When you are not able to work out ODS approved accommodations with faculty.
• When accommodations do not seem to be helping.
• When there is a problem. We cannot help if we do not know a problem exists.

New Students
New students wishing to register with the Office of Disability Services for accommodations for ADD/ADHD are required to complete the ADD/ADHD Documentation Packet (below). The Packet must be completed by an appropriate professional and submitted to ODS. After having the packet completed, submit the information to ODS. New students must meet with ODS staff to complete registration with the office and have accommodations determined. If you have any questions please contact ODS at 504-280-7284 or atatc@uno.edu for further information.

ADD/ADHD Documentation Packet - Accessible PDF
ADD/ADHD Documentation Packet - Word for PC

 

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