Guidelines for Documentation of ADD/ADHD

Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder (ADD/ADHD) reporting guidelines have been prepared by professionals at Portland State University (PSU) to clarify the type of documentation needed when a student requests accommodations/services related to ADD/ADHD. The documentation must indicate that the disability substantially limits some major life activity without regard to the availability of medicines, assistive devices, or other mitigating measures. Documentation should be on letterhead and must include the license number of the medical professional. The diagnostician should be an impartial individual (i.e., not a friend or a family member of the student).

The intent of these guidelines is to provide:

  • Standard criteria for verifying ADD/ADHD
  • Clarity for diagnosticians providing ADD/ADHD assessment services to PSU's college students
  • Information for secondary educators who serve as transition support and evaluators for students considering postsecondary settings
  • A foundation that legitimizes a students request for appropriate accommodations

Individual "short attention span," "hyperactive behavior" and "impulsivity" in and of themselves donot constitute a diagnosis of ADD or ADHD. The assessment findings must support the individual's functional limitations as they relate to the specific diagnosis.

Documentation provided to the Disability Resource Center must include:

  • Evaluation by a licensed M.S., Ph. D., or board certified M.D., D.0., qualified examiner
  • Diagnostic interview to include history and behavioral observations
  • Diagnostic assessments to include at least two ratings scales showing a history of ADD/ADHD behaviors, or scores that measure components of attention (e.g. Conner's Continuous Performance Test, Brown ADD Scale adult form and collateral ratings, TOVA, etc)
  • DSM IV diagnosis
  • Current treatment and most recent date student was seen by diagnostician/examiner
  • Clinical summary to include how diagnosis impacts learning & access to college
  • Recommendations for effective accommodations indicated by assessment and results*

*Further assessment by an appropriate professional may be required if co existing learning disabilities or other disabling conditions are indicated.

All documentation is confidential and submitted to:

Polly Livingston
Asst. Director, Disability Resource Center
Portland State University
Post Office Box 751 IASC/DRC
Portland, Oregon 97207-0751