Attention Deficit/Hyperactivity Disorder (ADHD)

Note: There is a specific form related to Attention Deficit/
Hyperactivity Disorder (ADHD) that must be completed and submitted to our office before we can consider accommodation requests.

A Qualified Professional Must Conduct the Evaluation

  • Name, title, professional credentials, licensure/certification information, and location of practice must be included on any reports submitted.
  • Evaluators must have training in, and experience with, the differential diagnosis of ADHD in adolescents and/or adults.
  • Appropriate professionals may include clinical psychologists, neuropsychologists, school psychologists, psychiatrists or other specifically trained medical doctors.
  • Evaluations performed by members of the students family are not acceptable.
  • All reports must be signed by the evaluator, and should include a completed Upstate Medical University form (if feasible), as well as any additional information typed on letterhead.

Documentation Must Be Current

  • Reports should, in general, be based on evaluations performed or updated within three years.
  • Reports should describe the current impact of the diagnosed condition.
  • Reports should mention any currently mitigating factors, such as medication.
  • Reports should make recommendations appropriate to a postsecondary setting, preferably a medical school environment.

Documentation Must Be Comprehensive

  • Reports should include a history (medical, psychosocial, academic, familial), and indicate compelling evidence of early impairment, even if not formally diagnosed in childhood.
  • Reports should indicate evidence of current impairment, including the results of a clinical diagnostic interview and review of any psycho-educational tests performed to investigate the existence of an attention deficit disorder.
  • A specific diagnosis must be included or specifically ruled out.
  • The information collected by the evaluator must consist of more than self-report.
  • Reports including a diagnosis must demonstrate that DSM-IV criteria have been met.
  • Any test scores must be included, along with an interpretation of each and a summary.
  • Documentation should rule out alternative diagnoses and/or explanations for problems.
  • Documentation should address any coexisting disorders, suspected coexisting disorders, or other confounding factors.
  • Documentation must indicate whether or not the diagnosed condition rises to the level of a disability as defined by Section 504 and the ADA (substantially limiting a major life activity).
  • There must be a clear indication of the individual students functional limitations.
  • Documentation should include recommendations for accommodations that are directly related to functional limitations and relevant to a medical school environment if possible.
  • If no prior accommodations have been provided, the qualified professional expert should include a detailed explanation as to why no accommodations were given in the past and why accommodations are needed now.
  • A rationale, explaining why each recommendation for accommodation is appropriate, should be given.

Adapted from Learning and Disability Services, Dartmouth Medical School