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Documentation for Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) must be from an appropriate professional with comprehensive training in differential diagnosis as well as direct experience working with adolescents and adults with ADD/ADHD. The evaluator may not be a relative. Professionals considered qualified to evaluate and diagnose ADD/ADHD include clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors, such as neurologists. The diagnostic report should be typed and submitted on official letterhead with name, title, professional credentials, address, and phone/fax numbers of the evaluator. The documentation must include:

• A specific diagnosis of ADD or ADHD based on DSM diagnostic criteria, date of the current diagnostic evaluation, and the date of the original diagnosis.
• Evidence of current impairment. An assessment of the individual’s presenting symptoms and evidence of current hyperactive or inattentive behaviors that significantly impair functioning must be provided.
• Relevant developmental, medical, academic and medication history.
• A summary of relevant assessment data that supports or refutes a diagnosis of ADD/ADHD. Diagnostic assessment must consist of more than a self-report. Possible data sources include results from the Continuous Performance Test, the T.O.V.A., Trail Making Test, 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 ADD/ADHD.
• Neurological or psycho-educational assessment may be necessary in order 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 alternative testing, note-takers, etc. Such data should include subtest and standard scores.
• A clinical summary which: (a) indicates the substantial limitation to a major life activity posed by the disability, (b) describes the extent to which these limitations would impact the student in an academic setting, (c) suggests how the specific effects of the disability may be accommodated, and (d) states how the effects of the ADD/ADHD are mediated by the recommended accommodations.

I. Evaluations
Testing needs to be comprehensive. It is not acceptable to administer only one test for the purpose of diagnosis. Minimally, the domains addressed must include, but are not limited to, the following:

•  Aptitude: A complete intellectual assessment with all subtests and standard scores reported. The preferred instrument is the Wechsler Adult Intelligence Scale.
• Achievement: Current levels of functioning in reading, mathematics, and written language are required. A comprehensive academic achievement battery, with all subtests and standard scores reported, is essential. The Woodcock-Johnson is preferred.
• Information Processing: Specific areas of information processing (e.g., short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed) should be assessed. Information from the Woodcock-Johnson may be used to address these areas.

Testing must be current. Because the provision of reasonable accommodations and services is based upon assessment of the current impact of the student’s disabilities on her/his academic performance at the postsecondary level, it is in the student’s best interest to provide recent and appropriate documentation.

II. Substantiation of the Learning Disability
Documentation should validate the need for services based on an individual’s current level of functioning.

III. Recommendations for Accommodations
The diagnostic report should include specific recommendations for accommodations, as well as an explanation as to why each accommodation is recommended. A description of any accommodation or auxiliary aid that has been used at the secondary or postsecondary level should be discussed.

Documentation from a licensed medical professional, must include the following information:

• Diagnosis – A current medical diagnosis including appropriate medical reports, relevant medical history, and a clinical summary.
• Current Treatment – Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
• Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
• Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.

Documentation of a psychological disability must be provided by a doctor with training and expertise related to the particular psychological condition identified, such as, a psychologist, psychiatrist, or certified social worker. The diagnostic report must be submitted on official letterhead with name(s), title(s), professional credentials, address, and telephone number of the person providing the documentation. All reports must be signed and dated.

Documentation must include the following information:

• Diagnosis – A current diagnosis based on DSM criteria including relevant medical history, and a clinical summary.
• Description of diagnostic criteria – evaluation methods, procedures, tests and well as clinical interpretation,
• Description of expected duration, progression, severity and stability of the condition
• Current Treatment – Identification of treatment, medications, assistive devices, or other services currently prescribed or in use.
• Evaluation of Impact – Identification of the substantial limitation on a major life activity presented by the disability, and a description of the current functional impact of the disability in a college setting. The assessment should validate the need for services based on the impact of the student’s disability and level of functioning in an educational setting.
• Specific Recommendations – Suggested accommodations and/or academic adjustments, with an explanation supporting the need for each accommodation to achieve equal access.