Documentation of Attention Deficit/Hyperactivity Disorder (AD/HD)

Students seeking support services from Saint Martin's University on the basis of AD/HD are required to submit documentation to verify eligibility. Documentation of AD/HD consists of professional testing and evaluation, and a written report that addresses a student's specific academic needs. The cost and responsibility for providing this professional evaluation shall be borne by the student.

The following guidelines are provided to assure the report is appropriate for documenting eligibility. Documentation presented to the Office of Disability Support Services will remain in a private confidential file in the Office of Disability Support Services. The Disability Support Services coordinator is available to consult with diagnosticians regarding these guidelines. The report should be:

  1. Prepared by a professional
    This professional must be qualified to diagnose AD/HD such as a licensed psychiatrist, psychologist or physician. Experience in evaluating adults with AD/HD is essential.
  2. Comprehensive
    The use of a single test and/or informal screening instruments is not acceptable for the purpose of diagnosis. Written reports should be consistent with the diagnostic criteria found in the American Psychological Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) or the DSM-IV-TR (Text Revision). A battery of psychological tests and behavior rating scales, a thorough social and educational history, and interviews with the student and family are essential. Current research states that paper and pencil tests commonly used to diagnose learning disabilities are not definitive for diagnosing AD/HD, but they do serve to alert the examiner to possible concomitant disabilities.

The report should be on professional letterhead, signed by the individual making the diagnosis, and include the following information:

  • How long the diagnostician has treated the student and the date of last contact;
  • Instruments and/or procedures used to diagnose;
  • Current symptoms, which satisfy the DSM-IV or DSM-IV-TR criteria and the approximate date of onset;
  • DSM-IV or DSM-IV-TR diagnosis;
  • Treatment being used (e.g. medication, counseling, etc);
  • How this disorder impacts the student in the post-secondary environment; and
  • Diagnostician’s name, title, license number, address, and phone number.
  1. Current
    In most cases, this means within the past three years and/or the assessment was completed when the individual was an adult (age 18). Since assessment constitutes the basis for determining reasonable accommodation, it is in a student’s best interest to provide recent and appropriate documentation to serve as the basis for decision-making about the student’s need for accommodations in an academically competitive environment.
  2. Clear and present specific evidence
    The evidence identifies the individual’s present level of functioning and how the student’s education may be impacted.
  3. Filled with sufficient data
    The data should support the particular academic adjustment(s) requested. The documentation should demonstrate the individual has a disability in accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Requests, which are not supported by documentation, may not be approved without additional verification.