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Process
for Obtaining Program Modifications for Students with Disabilities
ACADEMIC PROGRAM ACCESS FOR STUDENTS WITH DISABILITIES POLICIES FOR ACCESS OF INDIVIDUALS WITH DISABILITIES DEFINITIONS RIGHTS AND RESPONSIBILITIES RIGHTS AND RESPONSIBILITIES OF THE UNIVERSITY RIGHTS AND RESPONSIBILITIES OF STUDENTS WITH DISABILITIES ADMISSIONS PROCEDURES FOR REQUESTING ACCOMMODATIONS PERSONAL CARE ATTENDANT POLICY AUXILIARY AIDS COURSE MODIFICATIONS AND SUBSTITUTIONS APPEALS CRITERIA FOR ACCEPTING OUTSIDE EVALUATIONS
DOCUMENTATION OF ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER DSM-IV-TR Diagnostic Criteria for ADHD* Recommendations for Consumers ACADEMIC PROGRAM ACCESS FOR STUDENTS WITH DISABILITIES North Georgia College & State University Dahlonega, Georgia POLICIES FOR ACCESS OF INDIVIDUALS WITH DISABILITIES North Georgia College & State University is committed to the full inclusion of individuals with disabilities and to the principle of individual rights and responsibilities. To that end, the policies and procedures of NGCSU reasonably ensure that a person with a disability is not on the basis of that disability denied full and equal access to and the enjoyment of academic programs and co-curricular activities or otherwise subjected to discrimination in such programs and activities. The policies for access by individuals with disabilities at NGCSU are designed to ensure full compliance with all pertinent federal and state legislation, specifically to include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. North Georgia College & State University houses the two-volume ADA Compliance
Guide in the Division of Academic Support Programs, Office of Student Disability
Resources, 122 Barnes Hall. This document is available for review by any university
employee or student.
DEFINITIONS For clarification, terms relevant to Section 504 and ADA are defined as follows: academic access: procedures that embrace nondiscriminatory recruitment, admissions, and treatment of students accommodations: physically accessible programs and services, classroom/learning modifications that reasonably ensure the participation of students with disabilities in college classes and activities, and instructional and testing adaptations auxiliary aids: manual and technological aids (both hardware and software) for persons with impaired cognitive, sensory, motor, or speaking skills disabled individual: a person who has a physical or mental impairment that substantially limits one or more life activities, has a record of such an impairment, or is regarded as having such an impairment "has a record of such "impairment": a history of or is regarded as having a mental or physical condition that substantially limits one or more major life activities "major life activities": means functions such as caring for oneself, performing manual tasks, walking seeing, hearing, speaking, breathing learning, working, and experiencing mental disability: a disabling developmental or neurological condition that has adverse effects on an individual's cognitive or volitional functions--e.g., central nervous system disorders, head injuries, and specific learning disabilities physical disability: any physical condition, anatomic loss/dysfunction, or disfiguration caused by bodily injury, birth defect, or illness qualified person with a disability: (with respect to post-secondary services) a person with a disability who meets the academic and technical standards for admission or participation in the education program or activity given appropriate accommodations; (with respect to any other program or activity) a person with a disability who meets the essential eligibility requirements for participation in, or receipt from, that program or activity given appropriate accommodations programs: academic majors and degree plans, including coursework and practica; research; housing; counseling; financial aid; physical education; athletics; recreation; student organizations; placement; and any other opportunities offered by the university psychological disability: any persistent psychological or psychiatric disorder
or emotional or mental illness resulting in impairment of educational, social, or
vocational functioning--stress disorders, anxiety disorders, eating disorders, depression,
and personality disorders RIGHTS AND RESPONSIBILITIES To reasonably ensure the full translation of the policies for access of individuals with disabilities into procedures, as prescribed in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, the following rights and responsibilities are crucial:
To assure full consideration of both the right of the university to set and to maintain standards and the right of the individual with a disability to be free of discriminatory action, this document outlines the rights and responsibilities of students who have disabilities and the rights and responsibilities of the university. The procedures that follow create a mechanism for dispute resolutions for those instances in which the usual channels have not resulted in a decision that is acceptable to both the individual and the administration of the university.
RIGHTS AND RESPONSIBILITIES OF THE UNIVERSITY North Georgia College & State University recognizes that its basic responsibility is to identify and to maintain the academic and technical standards fundamental to providing quality academic programs while ensuring the rights of individuals with disabilities. Rights of the University
Responsibilities of the University
Back to top of the page RIGHTS AND RESPONSIBILITIES OF STUDENTS WITH DISABILITIES An individual with a disability has a right to an equal opportunity to participate in and to benefit from programs offered at North Georgia College & State University.
Responsibilities of Students with Disabilities
ADMISSIONS Admission to North Georgia College & State University is based on the requirements outlined in the university's undergraduate and graduate bulletins. Admissions decisions ensure that an applicant with a disability is not subjected to discrimination in admissions on the basis of his or her disability. The Office of Admissions provides assistance and accessible admissions materials on
request. Further information regarding specific admissions requirements is available
through the Office of Admissions. PROCEDURES FOR REQUESTING ACCOMMODATIONS North Georgia College & State University complies with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990, acts which ensure that no student is denied benefits, excluded from participation, or otherwise subjected to discrimination because of a disability. A student has the legal responsibility to request necessary accommodations in a timely manner and to provide the institution with appropriate, current documentation of the disabling condition. Sufficient advanced notice of a request for an accommodation is required in order to give the Office of Student Disability Resources a reasonable period of time to evaluate the request and documentation. A student may submit a request and documentation any time during his enrollment at North Georgia College & State University, but no action based on the request and documentation is retroactive. To receive disability accommodations at North Georgia College & State University, a student should complete the following in advance of the anticipated need for services and accommodations:
PERSONAL CARE ATTENDANT POLICY Federal regulations associated with the Americans with Disabilities Act specifically
state that post-secondary institutions are not required to "provide attendant,
individually prescribed devices, readers for personal use or study, or other devices or
services of a personal nature" (30944). Specifically and definitively, personal care
needs are the responsibility of the student. A student who needs personal assistance, as
indicated by his or her documentation, should procure the most appropriate services to
ensure safety. North Georgia College & State University, however, does have the
responsibility to aid the student in need of personal care by accommodating the personal
care attendant in the educational and residence environment. AUXILIARY AIDS North Georgia College & State University seeks to ensure that individuals with disabilities who can meet the academic and technical standards for admission are not excluded from full participation in the programs the university operates as a result of the absence of necessary auxiliary aids or reasonable modifications. A student with a disability is expected to exercise initiative in identifying and obtaining auxiliary aids and assistance through every reasonable channel available to them. The primary role of the university in this effort should be informative about and supportive of active self-advocacy on the part of the student. The university, however, does have the responsibility to determine the necessity of aids and to ensure that a student is not denied the right to participate in programs, benefits, classes, or services because of the absence of reasonable and appropriate auxiliary aids that would make participation possible. Furthermore, the university has the responsibility to provide auxiliary aids or to find reasonable alternatives that will allow full participation unless requests are determined to be unreasonable or will impose an undue hardship on the university. Every attempt will be made to ensure availability of necessary auxiliary aids, but the university must have sufficient time to evaluate the request, determine the aid to be provided, and to identify sources for obtaining it. A student who believes he or she will need auxiliary aids to participate fully in the activities inherent in the programs at North Georgia College & State University should make those needs known as early as possible, preferably as soon as he or she has been admitted or determined to have a disability. These requests should be made through direct contact with the Coordinator of Student Disability Resources. To expedite the process, requests should be accompanied by a written evaluation of the student's disability. For a student with a learning disability (LD), an Attention Deficit Disorder (ADD), or an Attention Deficit Hyperactivity Disorder (ADHD), this documentation must meet the criteria established by the University System of Georgia (Appendix 1).
COURSE MODIFICATIONS AND SUBSTITUTIONS A student is required by the University System of Georgia to meet the essential requirements of his or her respective program. Any request for course modifications and substitutions will be decided on a case-by-case basis; however, the policies of the Board of Regents of the University System of Georgia preclude waiving any core course and allows for substitutions only in approved areas. Course Modifications When a student's documentation indicates course modifications, the Coordinator of Student Disability Resources will confer with members of the university's Committee on Learning Disabilities/Physical Challenges to determine appropriate, individualized modifications as supported by the documentation. The students will be notified of approved modifications via an official letter from the Vice President for Academic Affairs. Such modifications may require changes in the distribution and presentation of course material and in the evaluation of academic performance. Course Substitutions Courses may be substituted when documentation indicates that a certain disability
precludes learning a specific subject, that modifications would most likely
be futile, and that the course is determined not to be essential to the student's
program of study or is a University System of Georgia core curriculum course.
The Coordinator of Student Disability Resources, the Committee on Learning Disabilities/Physical
Challenges, the head of the department of the student's major field of study,
and the student's major advisor will recommend an appropriate course substitution
to the Vice President for Academic Affairs for approval. APPEALS North Georgia College & State University recognizes both the variation in the needs of students with disabilities and the variation in course contexts as an individual student progresses through his or her program of study. When needs arise, the student or the faculty member, as well as offices that serve students, may request that the Coordinator of Student Disability Resources and the Committee on Learning Disabilities/ Physical Challenges review current modifications and revise the modifications as appropriate. If this process fails to establish mutually acceptable modifications, the dissatisfied party may file an appeal. If accommodations have been recommended and approved by the Vice President for Academic Affairs, faculty must accommodate the student as outlined. Should faculty or offices serving students fail to accommodate the student, the student may file an appeal. Similarly, if a faculty member or office serving students finds that the accommodations are unreasonable or place an undue hardship on the department/office, the party(s.) may file an appeal. All appeals must be submitted in writing to the Vice President for Academic Affairs with a copy submitted to the Coordinator of Student Disability Resources. Basis for Appeal Students may appeal on the basis of one of the following considerations:
Faculty, department heads, area coordinators, and deans may appeal a student's access plan on the grounds that the modifications represent a fundamental, detrimental alteration in a course, program, or service. Filing Appeals A student and his or her professor should make every effort to work together to implement modifications determined/approved to be reasonable and appropriate. If questions or concerns arise due to conflicts between a student's documented needs and course requirements or physical accessibility on campus, the Coordinator of Student Disability Resources should be contacted. The Coordinator will make every effort to resolve the conflict in a timely manner, either through counseling or by referral to the institution's Alternative Dispute Resolution (ADR) liaison. If neither of these procedures results in resolution, the student should appeal in writing to the Vice President for Academic Affairs. (A copy of the letter of appeal should be submitted to the Coordinator of Student Disability Resources.) If no resolution is reached through appeal to the Vice President for Academic Affairs, a student has the right to appeal to the President of North Georgia College & State University and, ultimately, to the Board of Regents of the University System of Georgia. Alternative Dispute Resolution (ADR) North Georgia College & State University supports an initiative, which was begun by the Board of Regents of the University System of Georgia in 1994, that seeks to encourage less adversarial, more collaborative methods of conflict resolution. Through mediation, an impartial, trained mediator assists disputing parties in reaching a mutually agreeable, negotiated settlement of their differences. While the mediator has no authority to make a decision or to impose a settlement upon the parties, he or she attempts to focus the attention of the parties on their needs and interests, not on rights and positions. For more information about Alternative Dispute Resolution or to initiate mediation, one should contact Dr. Mac Martin CRITERIA FOR ACCEPTING OUTSIDE EVALUATIONS
CRITERIA FOR ACCEPTING OUTSIDE EVALUATIONS DOCUMENTING LEARNING DISABILITIES 1. Documentation must be within three years of a student's application for assistance. 2. A specific learning disability must be clearly stated in the documentation. Support must show that a student exhibits one or more, but not all, areas of specific academic deficits; a correlated cognitive Deficit; and average intellectual ability. If any other diagnosis is applicable, it should be clearly stated. 3. One of the following individually administered intelligence tests must have been administered, with subscale scores reported: a. WAIS-R b. WISC-R c. WISC-III d. Stanford Binet e. KAIT 4. Cognitive processing strengths, weaknesses, and deficits should be discussed. Clear documentation of Deficit areas is necessary in order for responding institutions to provide appropriate modifications; therefore, the following processing areas should be addressed: a. Visual spatial abilities b. Memory, to include auditory and visual and short-term and long-term c. Fine motor skills/dexterity d. Executive functions, to include verbal and nonverbal reasoning,
cognitive flexibility, and automatically with e. Attention, to include auditory and visual 5. Oral language skills should be assessed and addressed through either formal instruments or informal analyses of a language sample since universities are primarily interested in whether or not a student's learning disability impacts oral language and/or if a separate speech disorder is also present. 6. Social/emotional status should be assessed and addressed through either formal assessment instruments and/or clinical interviews. Since college/university life is typically quite stressful for students with learning disorders, these institutions need information--e.g., personality characteristics, psychological welfare, self-esteem, and stress level--that help them fully assist a student. 7. Achievement assessment in the following areas is required: a. Written language--spelling and written expression b. Reading--decoding and comprehension, with emphasis on the
student's ability to comprehend longer passages c. Mathematics--applied word problems and calculations, specifically in algebra 8. Assessment instruments must have age appropriate norms for high school
seniors/college freshman or older students. All standardized measures must be represented
by standard scores or percentile ranks based on published norms; informal assessment can
be presented as supplemental evidence. DOCUMENTATION OF ATTENTION-DEFICIT/ HYPERACTIVITY DISORDER IN ADOLESCENTS AND ADULTS Introduction This document provides consumers, schools, professional diagnosticians, and service providers with a common understanding and knowledge base of the components of documentation that are necessary to validate the existence of ADHD, the impact of ADHD on the individual's educational performance, and the need for accommodations for candidates seeking to register with various Educational Testing Service testing programs. The information and documentation to be submitted should be comprehensive in order to avoid or reduce unnecessary time delays in decision making related to the provision of services. Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are protected from discrimination and assured services. To establish that an individual is covered under the ADA, the documentation must indicate that the disability substantially limits some major life activity, including learning. The following documentation requirements are provided in the interest of assuring that documentation of ADHD demonstrates an impact on a major life activity, is appropriate to verify eligibility, and supports the request for accommodations, academic adjustments, and/or auxiliary aids. In the main section of the document, information is presented in four important areas: (1) qualifications of the evaluator; (2) recency of documentation; (3) comprehensiveness of the documentation to substantiate the ADHD; and (4) evidence to establish a rationale to support the need for accommodation(s). Appendix A provides the diagnostic criteria for ADHD from the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV-TR [American Psychiatric Association], 2000). Appendices B and C provide recommendations for consumers and a listing of resources and organizations. Documentation Requirements I. A Qualified Professional Must Conduct the Evaluation Professionals conducting assessments and rendering diagnoses of ADHD and making recommendations for accommodations must be qualified to do so. Comprehensive training and relevant experience in differential diagnosis and the full range of psychiatric disorders are essential. The following professionals would generally be considered qualified to evaluate and diagnose ADHD [provided they have comprehensive training in the differential diagnosis of ADHD and direct experience with an adolescent or adult ADHD population: psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors. It may be appropriate to use a clinical team approach consisting of a variety of educational, medical, and counseling professionals with training in the evaluation of ADHD in adolescents and adults. Use of diagnostic terminology indicating an ADHD by someone whose training and experience are not in these fields is not acceptable. It is also not appropriate for professionals to evaluate members of their own families. The name, title, and professional credentials of the evaluator--including information about license or certification as well as the area of specialization, employment, and state of province in which the individual practices should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, signed, and otherwise legible. II. Documentation Must Be Current Because the provision of all reasonable accommodations and services is based upon ETS's assessment of the current impact of the disability on academic performance, it is in a candidate's best interest to provide recent and appropriate documentation. In most cases, this means that a diagnostic evaluation must have been completed within the past three years. Flexibility in accepting documentation that is more than three years old may be important under certain conditions if the previous assessment is applicable to the current or anticipated setting. If documentation is inadequate in scope or content, or does not address the individual's current level of functioning and need for accommodations, reevaluation may be required. Furthermore, observed changes may have occurred in the individual's performance since the previous assessment, or new medications may have been prescribed or discontinued since the previous assessment was conducted. In such cases, it will be necessary to update the evaluation report. The update must include a detailed assessment of the current impact of the ADHD and interpretive summary of relevant information (see Section III, G) and the previous diagnostic report. If necessary, ETS consultants will recommend what aspects of the documentation need to b updated or augmented in order to be reviewed more fully. III. Documentation Necessary to Substantiate the Diagnosis Must Be Comprehensive
A. Evidence of Early Impairment Because ADHD is, by definition in the DSM-IV-TR, first exhibited in childhood (although it may not have been formally diagnosed) and manifests itself in more than one setting, relevant historical information is essential. The following should be included in a comprehensive assessment: clinical summary of objective historical information, establishing symptomology indicative of ADHD throughout childhood, adolescence, and adulthood as garnered from transcripts, report cards, teacher comments, tutoring evaluations, and past psycho-educational testing; and third party interviews when available. B. Evidence of Current Impairment In addition to providing evidence of a childhood history of an impairment, the following areas must be investigated: 1. Statement of Presenting Problem A history of the individual's presenting attentional symptoms should be provided, including evidence of ongoing impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings. 2. Diagnostic Interview The information collected for the summary of the diagnostic interview should consist of more than self-report, as information from third party sources is critical in the diagnosis of ADHD. The diagnostic interview with information from a variety of sources should include, but not necessarily be limited to, the following:
C. Alternative Diagnoses or Explanations Should Be Ruled Out The evaluator must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the diagnosis of ADHD. This process should include exploration of possible alternative diagnoses and medical and psychiatric disorders as well as educational and cultural factors affecting the individual that may result in behaviors mimicking an Attention-Deficit/Hyperactivity Disorder. D. Relevant Testing Information Must Be Provided Neuropsychological or psycho educational assessment is important in determining the current impact of the disorder on the individual's ability to function in academically related settings. The evaluator must objectively review and include with the evaluation report relevant settings. The evaluator must objectively review and include with the evaluation report relevant background information to support the diagnosis. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles. Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest scores form measures of intellectual ability, memory functions tests, attention or tracking tests, or continuous performance tests do not in and of themselves establish the presence or absence of ADHD. Checklists and/or surveys can serve to supplement the diagnostic profile but in and of themselves are not adequate for the diagnosis of ADHD and do not substitute for clinical observations and sound diagnostic judgment. Al data must logically reflect a substantial limitation to learning for which the individual is requesting the accommodation. E. Identification of DSM-IV-TR Criteria According to the DSM-IV-TR, "the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development" (p.85). A diagnostic report should include a review and discussion of the DSM-IV-TR criteria for ADHD both currently and retrospectively and specify which symptoms are present (see Appendix A for DSM-IV-TR criteria). In diagnosing ADHD, it is particularly important to address the following criteria:
Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). F. Documentation Must Include a Specific Diagnosis The report must include a specific diagnosis of ADHD based on the DSM-IV-TR diagnostic criteria. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of such terms as "suggests," "is indicative of," or "attention problems." Individuals who report only problems with organization, test anxiety, memory or concentration in selective situations do not fit the prescribed diagnostic criteria for ADHD. Given that many individuals benefit from prescribed medications and therapies, a positive response to medication by itself does not confirm a diagnosis, nor does the use of medication in and of itself either support or negate the need for accommodation(s). G. An Interpretative Summary Must Be Provided A well-written interpretative summary based on a comprehensive evaluative process is a necessary component of the documentation. Because ADHD is in many ways a diagnosis that is based upon the interpretation of historical data and observation, as well as other diagnostic information, it is essential that professional judgment by utilized in the development of a summary, which must include 1. demonstration of the evaluator's having ruled out alternative explanations for 2. indication of how patterns of inattentiveness, impulsivity, and/or hyperactivity 3. indication of whether or not the candidate was evaluated while on medication, 4. indication and discussion of the substantial limitation to learning presented 5. indication as to why specific accommodations are needed and how the effects
IV. Each Accommodation Recommended by the Evaluator Must Include a Rationale The evaluator must describe the impact, if any, of the diagnosed ADHD on a specific major life activity as well as the degree of impact on the individual. The diagnostic report must include specific recommendations for accommodations that are realistic and that post-secondary institutions, and examining, certifying, and licensing agencies can reasonably provide. A detailed explanation as to why each accommodation is recommended must be provided and should by correlated with specific functional limitations determined through interview, observation, and/or testing. Although prior documentation may have been useful in determining appropriate services in the past, current documentation must validate the need for services based on the individual's present level of functioning in the educational setting. A school plan such as an Individualized Education Program (IEP) or a 504 plan is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report. The documentation must include any record of prior accommodations or auxiliary aids, including information about specific conditions under which the accommodations were used (e.g., standardized testing, final exams, licensing or certification examinations) and whether or not they benefited the individual. However, a prior history of accommodations without demonstration of a current need does not in itself warrant the provision of like accommodations. If no prior accommodations were proved, the qualified professional and/or the candidate must include a detailed explanation of why no accommodations were needed in the past and why accommodations are needed at this time. Because of the challenge of distinguishing normal behaviors and developmental patterns of adolescents and adults (e.g., procrastination, disorganization, distractibility, restlessness, boredom, academic under-achievement or failure, low self-esteem, chronic tardiness or in attendance) from clinically significant impairment, a multifaceted evaluation should address the intensity and frequency of the symptoms and whether these behaviors constitute an impairment in a major life activity. If the requested accommodations are not clearly identified in the diagnostic report, ETS will seek clarification, and if necessary, more information. ETS will make final determination of whether appropriate and reasonable accommodations are warranted and can be provided to the individual. V. Confidentiality ETS will adhere to its confidentiality policies regarding its responsibility to
maintain confidentiality of the evaluation and will not release any part of the
documentation without the candidate's informed consent or under compulsion of legal
process. DSM-IV-TR Diagnostic Criteria for ADHD* The following diagnostic criteria for ADHD are specified in the DSM-IV-TR: A. Either (1) or (2): 1. six (or more) of the following symptoms of inattention
have persisted for Inattention (a) often fails to give close attention to details or make careless
mistakes (b) often has difficulty sustaining attention in tasks or play activities (c) often does not seem to listen when spoken to directly (d) often does not follow through on instructions and fails to
finish schoolwork, chores, (e) often has difficulty organizing tasks and activities (f) often avoids, dislikes, or is reluctant to engage in tasks that
require (g) often loses things necessary for tasks or activities (e.g.,
toys, school (h) is often easily distracted by extraneous stimuli (i) is often forgetful in daily activities 2. six (or more) of the following symptoms of hyperactivity-impulsivity
have Hyperactivity (a) often fidgets with hands or feet or squirms in seat (b) often leaves seat in classroom or in other situations in which
remaining (c) often runs about or climbs excessively in situations in which it
is (d) often has difficulty playing or engaging in leisure activities quietly (e) is often "on the go" or often acts as if "driven by a motor" (f) often talks excessively (g) often blurts out answers before questions have been completed (h) often has difficulty awaiting turn (i) often interrupts or intrudes on others (e.g., butts into conversations or games) B. Some hyperactive-impulsive or inattentive symptoms that caused impairment C. Some impairment from the symptoms is present in two or more settings D. There must be clear evidence of clinically significant impairment in social, E. The symptoms do not occur exclusively during the course of a Pervasive The DSM-IV-TR specifies a code designation based on type: 314.01 Attention-Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past 6 months 314.00 Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: if Criterion A1 is met but Criterion A2 is not met for the past 6 months 314.01 Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type: if Criterion A2 is met but Criterion A1 is not met for the past 6 months, Coding note: For individuals (especially adolescents and adults) who currently have symptoms that no longer meet full criteria,"In Partial Remission" should be specified. 314.9 Attention-Deficit/Hyperactivity Disorder Not Otherwise Specified: This category is for disorders with prominent symptoms of inattention or hyperactivity-impulsivity that do not meet criteria for Attention-Deficit/Hyperactivity Disorder. *Note. From Diagnostic and Statistical Manual of Mental Disorders
(4th edition, Back to top of the page APPENDIX B Recommendations for Consumers 1. For assistance in finding a qualified professional: a. contact the disability services coordinator at a college or university for possible referral sources; and/or b. contact a physician who may be able to refer you to a qualified professional with demonstrated expertise in ADHD. 2. In selecting a qualified professional: a. ask what experience and training he or she has had diagnosing adolescents and adults; b. ask whether he or she has training in differential diagnosis and the full range of psychiatric disorders. Clinicians typically qualified to diagnose ADHD may include clinical psychologists, physicians (including psychiatrists), and neuropsychologists; c. ask whether he or she has ever worked with a post-secondary disability service provider or with the agency to which you are providing documentation; and d. ask whether you will receive a comprehensive written report. 3. In working with the professional: a. take a copy of these guidelines to the professional; and b. be prepared to be forthcoming, thorough, and honest with requested information. 4. As follow-up to the assessment by the professional: a. schedule a meeting to discuss the results, recommendations, and possible treatment; b. request additional resources, support group information, and publications if you need them; c. maintain a personal file of your records and reports; and d. be aware that any receiving institution or agency has a
responsibility to maintain confidentiality.
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