Oklahoma State University

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Addendum: Guidelines for Documentation of ADD

Guidelines for Documentation of Attention Deficit Disorder

    1. Testing must be comprehensive. More than one assessment device should be administered for the purpose of diagnosis. Examples of appropriate testing are: WAIS-R; Woodcock-Johnson-R Achievement Test; Conners AD/HD Rating Scale; Copeland Symptom Checklist for Adult ADD.
    2. Documentation must be current. In most cases, this means within the past three years. For older documentation, it should be an adult evaluation. The evaluation must include a clear diagnostic statement. Evidence of a substantial limitation to learning or other major life activity must be provided. Individual "learning styles," "learning differences", "academic problems", and "test difficulty or anxiety," in and of themselves, do not constitute a disability. Provision of reasonable accommodations and services is based on assessment of the impact of the disability on academic performance at a given time in a student's life. Therefore, the best assessment will be made with recent and appropriate documentation relevant to the student's learning environment.
    3. Professionals conducting assessment and rendering diagnoses of specific attention deficit disorders must be qualified to do so. Experience in working with an adult population is essential. Diagnostic reports must include the names, titles, and professional credentials of the evaluator(s) as well as the date(s) of testing. All reports should be on letterhead, typed, dated, and signed.