Attention Deficit/Hyperactivity Disorder (ADHD) Documentation Requirements
Students seeking academic accommodations or support services from ECU's Office of Disability Support Services on the basis of Attention Deficit/Hyperactivity Disorder are required to submit a completed diagnostic report. An individualized education program (IEP) or a 504 plan is insufficient documentation, but can be included. Appropriate documentation is required in verifying eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Protection under these civil rights statutes is based upon documentation of ADHD that currently substantially limits some major life activity, including learning.
All current or updated reports should be on letterhead, typed, dated, and signed. The name, title, and professional credentials of the evaluator, including information about license or certification, must be stated. Professionals conducting evaluations, and rendering a diagnosis of attention deficit/hyperactivity disorder must be qualified to do so. It is not considered appropriate for professionals to assess members of their families.
The diagnostic report should validate the need for services based on the individual's current level of functioning in the educational setting. Interpretation of relevant assessment measures must be included. Please include the following:
Diagnosis: There must be clear and specific evidence and identification of attention deficit/hyperactivity disorder. The diagnostician is encouraged to use, direct language in the diagnosis and documentation.
History and Current Functioning: A student's developmental, academic, medical, and social histories should be investigated and summarized. Please describe the current symptoms which meet the criteria for ADHD.
Assessment Measures: List a summary of relevant assessment data that supports or refutes a diagnosis of ADHD. Possible data sources include results from the Continuous Performance Test, the T.O.V.A, or a neuropsychological evaluation. Assessments such as checklists and rating scales are valuable, but should not be used as the sole criterion for a diagnosis of ADHD.
Functional Limitations: Please provide evidence of interference with appropriate academic or social functioning. In addition, discuss the recommendation and rationale for reasonable accommodations. If no accommodations have been previously provided, a detailed explanation as to why none have been used and the rationale for the student's currently needing accommodation/s must be provided.
Treatment: A description of current behavior modification techniques suggested and medication prescribed should be documented. Please include duration, dosage, and side effects.
Documentation that does not meet the above guidelines will be considered on a case by case basis. Appropriateness of age of documentation will be determined on an individual basis. The Department of Disability Support Services reserves the right to consult with allied professionals in reviewing and assessing disability documentation.