Attention Deficit Disorder (ADD / ADHD)

Documentation Guidelines for Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder (ADHD) is normally a chronic disorder with an early onset, which affects multiple domains of functioning, and is best understood as profound impulsiveness, or the relative incapacity to keep from responding to whatever seems most interesting or rewarding at the moment. Essential criteria for consideration include onset, consistency, pervasiveness, severity, and the “ruling-out” of other psychiatric or learning disabilities through a comprehensive psycho-educational assessment.

Documentation for ADD/ADHD must be from a qualified professional, who has NO personal relationship with the individual being evaluated, and must have been completed within the past 3 years or completed by age 18 or over.

Documentation should include:

  • History of the disorder including onset, consistency, pervasiveness, and severity
  • Full report including a clear diagnostic statement
  • Aptitude test (including subtest scores) including, but not limited to, one of the following: (No abbreviated versions.)
    • Wechsler Adult Intelligence Scale (WAIS-III)
    • Woodcock-Johnson Cognitive Ability (WJ-III)
    • Stanford-Binet Intelligence Scale
    • Kaufmann Intelligence Assessment Test
  • Achievement test (including subtest scores) including, but not limited to, one of the following:
    • Wechsler Individual Achievement Test (WIAT-II)
    • Woodcock-Johnson Test of Achievement (WJ-III)
    • Scholastic Abilities Tests for Adults (SATA)
  • Summary page including result interpretation, and ruling out other psychological, psychiatric problems or learning disabilities; should include a description of the current functional limitations presented by the student in an academic environment
  • Recommendations for academic accommodations thought to aid the student in compensating for the learning disorder and why recommended.
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