Postsecondary ADHD Documentation Requirements: Common Practices in the Context of Clinical Issues, Legal Standards, and Empirical Findings. (August 2015)

• Record Type: Journal Article
• Authors: Lindstrom, Will; Nelson, Jason M.; Foels, Patricia
• Is Part Of: Journal of attention disorders. Volume 19:Number 8(2015:Aug.)
• Page Start: 655
• Page End: 665
• Publication Date: 2015-08
• Subjects: ADHD -- disability -- postsecondary -- college -- guidelines -- documentation -- ADA; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054713506262
• Languages: English
• ISSNs: 1087-0547

Abstract

Objective: To evaluate the information postsecondary institutions require when determining disability service eligibility for students with reported ADHD.Method: ADHD documentation requirements of 200 U.S. institutions were surveyed by reviewing guidelines posted on disability services websites.Results: Whereas virtually all institutions required documentation, findings revealed significant variability in requirements across institutions. Required variables most often included a qualified evaluator (80%), diagnostic statement (75%), and identification of substantial limitations (73%), but only 5 of 46 evaluated variables were required by at least 50% of institutions. Supportive data such as diagnostic criteria, standardized assessment results, and rationale for accommodations were rarely required.Conclusion: The majority of institutions required little to verify ADHD as a disability. Furthermore, there was little agreement on what components are essential for verification. When integrated with research, a large portion of guidelines failed to address identified weaknesses in ADHD diagnosis and disability determination.