![]() ![]() The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of terms such as "suggests," "is indicative of," or "attention problems." III. ![]() ADHD ACCOMMODATIONS CHECKLIST CODEA specific diagnosis and corresponding DSM code for an Attention-Deficit Hyperactivity Disorder must be included in the report. ADHD ACCOMMODATIONS CHECKLIST MANUALIDENTIFICATION OF DSM CRITERION:Įvaluators providing documentation to Rutgers University should utilize the definition and diagnostic criteria for ADHD from the current version of the Diagnostic and Statistical Manual of Mental Disorders. Interpretive Summary of all areas covered during the clinical interview.Ī comprehensive evaluation will address the challenge of distinguishing a clinically significant impairment from the normal behaviors and developmental patterns of adolescents and adults (e.g., procrastination, disorganization, distractability, restlessness, boredom, academic underachievement or failure, low self-esteem, chronic tardiness or nonappearance).(A positive response to prescribed medications and therapies does not confirm a diagnosis nor does the use of medication support or negate the need for academic adjustments). Statements about the use and impact from medications and therapies.Statements articulating the impact of the impairment on one or more major life activities.Statements addressing the intensity and frequency of the symptoms.Statements demonstrating the elimination of or ruling out of alternative diagnoses that might otherwise explain the symptoms of the impairment. ![]() (e.g., secondary school grade cards, discipline examples, etc.). Evidence of current impairment and the impact on education.(e.g., elementary school grade cards, discipline examples, etc.). CLINICAL INTERVIEW.Ĭommon components of a clinical interview include: If the documentation submitted does not sufficiently support the need for the requested reasonable accommodation, additional information will be required. The Office of Disability Services at Rutgers will review all requests for reasonable accommodations on a case-by-case basis and make the determination of whether or not the information submitted for the requested reasonable accommodations are supported. The documentation submitted to ODS for ADHD must include all of the information outlined in the Documentation Guidelines for Attention Deficit/Hyperactivity Disorders outlined below in order for ODS to determine reasonable academic accommodations. College Support Program for Students on Autism Spectrumįurther information on the components of professionally prepared documentation such as: qualified professionals diagnostic statements diagnostic methodology current functioning and current documentation functional impairment duration, progression, and stability of a condition and documentation to support requested reasonable accommodations can be found on our General Documentation Guidelines page.Creating Accessible and Inclusive Meetings or Events. ![]()
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