Mission

The mission of the Department for Disability Support Services is to provide to individuals with disabilities support services that will enable them to access programs, services, facilities, and activities of the university; to enhance disability awareness among students, staff, and faculty; and to provide academic courses.

Attention Deficit Disorder

Qualifications of the Evaluator

The name, title, and license or certification credentials of the evaluator should be stated in the report. The following professionals are considered qualifies to evaluate ADHD: and appropriately licensed/certified psychologist (e.g. clinical or school psychologist) or a member of medical specialty (e.g. psychiatrist, neuropsychiatrist, neurologist or relevantly trained medical doctor) who have expertise in evaluating the impact of ADHD on an individual's educational performance. A diagnosis of ADHD by someone whose training is not in these fields is not acceptable. All reports should be on letterhead, dated, and signed. Documentation prepared by providers other than those described herein will be considered on a case-by-case basis.

Current Documentation

An Evaluation should be no more than three years old, exceptions to this guideline will be made on a case-by-case basis. Changes may have occurred in the student's performance since a previous diagnosis, or new medication may have been prescribed or discontinued since the initial diagnosis was made. Documentation should substantiate the need for service based on the student's current functioning in an educational setting.

Identification of ADHD

A comprehensive evaluation should include a clinical interview, assessment of attention difficulties, and a diagnosis of ADD or ADHD using DSM-IV criteria. A school plan such as an Individualized Education Plan (IEP) or a 504 Accommodation Plan is insufficient documentation to support a student's eligibility for accommodations but may be included as part of a more comprehensive report.

Clinical Interview

ADHD is by definition first exhibited in childhood and manifests itself in more than one setting; as such, relevant historical information is essential. A student's academic history should be included. Medical, developmental, and social histories should be investigated and reported, along with any family history of educational, medical, or psychosocial difficulties. A description of the individual's presenting attention symptoms should be provided, as well as any history of such symptoms. A family history of ADHD and the student's medication history also are important.

Assessment of Attention Difficulties

The evaluator should include any assessment data that supports or refutes a diagnosis of ADHD. Assessments such as checklists and rating scales are very important, but checklists, surveys, or subtest scores should not be used as the SOLE criterion for a diagnosis of ADHD. Most evaluators find it is valuable to administer, or examine the results of, intelligence tests such as the WISC-3, WAIS-R, or the Woodcock III-cognitive.

The evaluator should investigate the possibility of dual diagnosis and/or coexisting medical and/or psychological disorders that result in behaviors that mimic ADHD Medical, social, and psychiatric problems should be ruled out as causes of ADHD.

Diagnosis of ADHD using DSM-IV Criteria

Individuals who exhibit general problems with organization, test anxiety, memory, and concentration do not fit the diagnostic criteria for ADHD. Likewise, a positive response to medication by itself does not confirm a diagnosis of ADHD. The diagnostician should use direct language in the diagnosis of ADHD, avoiding he use of terms such as "suggests","is indicative of", or "attention problems". A specific statement that the student is diagnosed with ADD or ADHD and the accompanying DSM-IV criteria are required for services and accommodations.

It is important to determine the current impact of the disorder on the individual's ability to function in multiple settings. As such, the evaluator must describe the substantial limitation(s) to academic learning, emotional and psychological functioning, interpersonal relationships and independent living skills. All data must logically reflect a substantial limitation to learning for which the individual is requesting accommodation.

Recommendations for Accommodations

The diagnostic report should include specific recommendations for academic accommodations. A history of accommodations in itself does not warrant the provision of similar accommodations at East Carolina University. If accommodations are not specifically in the diagnostic report, the Department of Disability Support Services may request this information before services can be provided. The final determination of appropriate and reasonable accommodation rests with the Department of Disability Support Services.

A summary of diagnostic findings is a valuable component of the report. The summary might include an indication of how patterns of inattentiveness and/or hyperactivity validate the presence of ADHD, elimination of alternative explanations for academic problems (such as poor study habits, lack of motivation, psychosocial or medical problems), and a rationale for the academic accommodations requested.

In Summary, documentation for ADHD must be current, comprehensive, and include:

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