The University of Mississippi's Office of Student Disability Services

DOCUMENTATION GUIDELINES FOR ATTENTION DEFICIT DISORDERS

To ensure the provision of reasonable and appropriate classroom accommodations, students requesting accommodations must provide documentation of an impairment or disorder which supports their requests. This documentation should identify a significant limitation concerning the conditions, manner or duration of time required by the student to complete or participate in a major life activity. The limitations must rise to the level of being disabling. Accommodations are provided based on the impact of a disorder, not only on the diagnosis of a disorder. In addition, documentation should identify the student's specific strengths and weaknesses and report how the student's disorder or impairment interferes with educational achievement.

The DSM-IV, TR (Combined Type, 314.01; Predominantly Inattentive Type, 314.00; and Predominantly Hyperactive Type, 314.01) provides the diagnostic model that should be followed, as is recommended on the American Academy of Pediatrics ADHD diagnosis guidelines. Documentation guidelines are as follows:

1. Documentation must be completed by a licensed professional who is qualified to evaluate and diagnose attention deficits disorders. The name, title and licensure or certification number of the evaluating professional writing the report should be included. In addition, all reports should be typed or printed on professional letterhead, dated, and signed. Medical and/or psychological testing administered by a family member will not be accepted.

2. Documentation must be CURRENT. Reasonable accommodations are based on the current impact of a disorder or impairment. It is necessary that the documentation submitted specify the student's current functioning. Documentation should be current within one (1) year.

3. The following information MUST be included, if applicable, in all documentation submitted:

• a. Specific Diagnosis - Documentation must clearly state the student's specific DSM-IV diagnosis with diagnostic code. In addition, a full list of all criteria that the student meets for the diagnosis should also be included. NOS diagnoses will not be verified.
• b. Diagnostic Interview/Historical Information - The summary of the diagnostic interview must include, but is not limited to, the following information: evidence of early impairment (before age seven); evidence of current impairment; evidence that the symptoms are present in multiple settings; discussion regarding the severity of the disorder; any other relevant history.
• c. Diagnostic Procedures - A summary of the procedures used to diagnose the disorder, including but not limited to, evaluations, questionnaires, and other diagnostic instruments should be included.
• d. Medication History - Documentation should include details regarding the student's current medication regimen, if any; compliance with medication treatment plan; side effects, if relevant; and the student's response to the medication.
• e. Functional Limitations - A detailed list of current functional limitations must be included with the documentation. In order to appropriately accommodate the student, we need to know the IMPACT of the disorder and how the student is limited by the effects of the disorder. In addition, it will be helpful for us to know how the student is impacted in an educational setting. The more detailed the information we receive regarding functional limitations, the more able we are to provide reasonable and appropriate accommodations.
• f. Recommendations for Academic Accommodations - All documentation should include the diagnosing professionals' recommendations for academic accommodations, if any. Recommendations should include supporting rationale which links the recommended accommodation to the functional limitations of the student.

4. While a psycho-educational evaluation is not required for verification of ADHD, because accommodations are provided based on the impact of the disorder, it is in the best interest of the student to submit a current and comprehensive psycho-educational evaluation. This type of assessment will assist us in determining the student's strength's and weaknesses and will show us how the disorder might interfere with the student's educational achievement. A comprehensive psycho-education evaluation should include:

a. Aptitude/Ability Testing: Tests of aptitude and ability provide a good estimate of an individual's aptitude for college-level work. Also, these tests can provide information about cognitive strengths and weaknesses.

b. Achievement Testing: Current, comprehensive levels of functioning in reading, mathematics, and written language are required. The following are NOT comprehensive measures of achievement and therefore are not suitable for determining eligibility for accommodations: The Wide Range Achievement Test - 3 (WRAT-3); the Diagnostic Achievement Test for Adolescents, Second Edition (DATA-2) and the Peabody Individual Achievement Test (PIAT: any edition).

c. Interview: Testing should include a thorough interview in order to get the clearest possible understanding of the student's current learning problems. Information should be gathered about the student's academic history, developmental history, medical history, and current adjustment to high school/college life, if applicable, including social support and study habits.

d. Attention and Concentration: Observation throughout a testing session can provide a great deal of information about a student's ability to sustain attention. However, there are a number of additional tests which can supplement understanding of a student's attentional abilities and which will be helpful in determining the impact of the disorder.

Please do not hesitate to contact us should you have questions or require additional information:

Office of Student Disability Services
The University of Mississippi
234 Martindale Center
University, MS 38677

Phone: (662) 915-7128
Fax: (662) 915-5972

sds@olemiss.edu

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