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Postsecondary ADHD Documentation Requirements: Common Practices in the Context of Clinical Issues, Legal Standards,
Will Lindstrom1, Jason M Nelson2, Patricia Foels2
1University of Georgia, Athens, GA, USA wlindstr@uga.edu.
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.
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