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AD/HD
Disability Verification Requirements
All information submitted to Northern Arizona University’s Disability Resources becomes part of a student’s “educational record” as defined by the Family Educational Rights and Privacy Act (FERPA).
Students requesting accommodations on the basis of attention deficit-hyperactivity disorder (AD/HD) must provide documentation by a professional who has undergone comprehensive training and has relevant experience in differential diagnosis and the full range of psychiatric disorders (e.g., licensed clinical psychologist, neuropsychologist, psychiatrist and other relevantly trained medical doctors).
The name, title, and professional credentials of the evaluator – including information about license or certification as well as employment, and state or province in which the individual practices should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed and otherwise legible. The documentation must include:
a) Evidence of early impairment. The condition must have been exhibited in childhood in more than one setting.
b) Evidence of current impairment. An assessment of the individual's presenting attention symptoms and evidence of current impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings must be provided. In an academic setting, functional impairment is most often expressed in poor academic performance across a variety of academic tasks. In adults, work history may demonstrate an inability to retain or maintain employment.
c) A diagnostic interview. The interview must contain self-report and third-party information pertaining to: developmental history, family history of AD/HD or other learning or psychological difficulties, relevant medical and medication history, a thorough academic history, a review of prior psychoeducational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems.
d) Evidence of alternative diagnoses or explanations being ruled out. The documentation must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological and/or personality disorders that may confound the AD/HD diagnosis.
e) A specific psychological diagnosis as per the Diagnostic and Statistical Manual - IV (include all five axes). Symptoms of hyperactivity/impulsivity that were present in childhood, and the current symptoms which have been present for at least the past six months and which impair functioning in two or more settings (e.g., school, work, home) must also be identified.
f) An indication of whether or not the student was evaluated while on medication and the degree to which the prescribed treatment reduces the level or degree of impairment.
g) A clinical summary which: (a) indicates the substantial limitations to major life activities posed by the disability, (b) describes the extent to which these limitations would impact the academic context for which accommodations are being requested, and (c) suggests how the specific effects of the disability may be accommodated, and (d) states how the effects of AD/HD are mediated by the recommended accommodations.
(Note: A neuropsychological or psycho-educational assessment, which may not be part of the diagnostic process itself, is needed to determine the current impact of the disorder on the individual's ability to function in an academic setting and to establish eligibility for classroom accommodations including note-takers and/or alternative media (taped books, electronic text). Such data should include subtest and standard scores. For specific tests required, see documentation verification requirements for a specific Learning Disability.
Documentation of Attention-Deficit/Hyperactivity Disorder
Diagnostic criteria for Attention-Deficit/Hyperactivity Disorder. According to the DSM-IV-R, the following five criteria (A-E) must be met in order for a diagnosis of AD/HD to be made:
A. Either (1) or (2):
(1) six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level.
Inattention
a. often fails to give close attention to details or makes careless mistakes in school work, work, or other activities
b. often has difficulty sustaining attention in tasks or play activities
c. often does not seem to listen when spoken to directly
d. often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand directions)
e. often has difficulty organizing tasks and activities
f. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
g. often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools)
h. is often easily distracted by extraneous stimuli
i. is often forgetful in daily activities
(2) six (or more) of the following symptoms of hyperactivity-impulsivity
have persisted for at least six months to the degree that is maladaptive and
inconsistent with developmental level.
Hyperactivity
a. often fidgets with hands or feet or squirms in seat
b. often leaves seat in classroom or in other situations in which remaining seated is expected
c. often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feeling of restlessness)
d. often has difficulty playing or engaging in leisure activities quietly
e. is often “on the go” or often acts as if “driven by a motor”
f. often talks excessively
Impulsivity
a. often blurts out answers before questions have been completed
b. often has trouble awaiting turn
c. often interrupts or intrudes on others (e.g., butts into conversations or games)
B. Some hyperactive-impulsive, or inattentive symptoms that caused impairment were present before age 7 years;
C. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home;
D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning;
E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
Definition of Attention-Deficit/Hyperactivity Disorder
Northern Arizona University subscribes to the D.S.M.-IV definition of Attention-Deficit/Hyperactivity Disorder and the diagnostic criteria in the most current edition of the Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition Revised (DSM-IV-R), published in 2000. DSM-IV-R names the disorder, “Attention-Deficit/Hyperactivity Disorder” (AD/HD) and distinguishes between three types:
• Combined Type: This subtype should be used if six (or more) symptoms of inattention and six (or more) symptoms of hyperactivity-impulsivity have persisted for at least six months.
• Predominantly Inattentive Type: This subtype should be used if six (or more) symptoms of inattention (but fewer than six symptoms of hyperactivity-impulsivity) have persisted for at least six months.
• Predominantly Hyperactive-Impulsive Type: This subtype should be used if six (or more) symptoms of hyperactivity-impulsivity (but fewer than six symptoms of inattention have persisted for at least six months.
The information contained in the report will be used to determine eligibility. Appropriate accommodations will be based upon your disability and individual needs.
PLEASE MAIL A PHOTOCOPY, FAX OR SUBMIT IN PERSON YOUR DOCUMENTATION TO:
Disability Resources
Northern Arizona University
P.O. Box 5633
Flagstaff, AZ 86011-5633
Fax: 928-523-8747
ACCESSIBILITY