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Be conducted by a qualified evaluator: Professionals conducting assessments, rendering diagnoses of ADHD, and making recommendations for accommodations must be qualified and licensed to do so. Comprehensive training and relevant experience in differential diagnosis and the full range of psychiatric disorders are essential. The name, title, and professional credentials of the evaluator should be clearly stated in the documentation. All reports should be on letterhead, typed, dated, and signed. Documentation completed by a family member will not be accepted. Include a discussion of childhood onset: Because symptoms of ADHD typically occur during childhood, documentation should include a clinical summary of objective historical information that establishes symptomatology indicative of ADHD during childhood and adolescence as gathered from a developmental and family history. If ADHD was undiagnosed in childhood, an explanation for this must be offered. The evaluator must consider and address a thorough academic history including educational records (e. g., transcripts, report cards, teacher comments, tutoring evaluations), past psycho-educational testing, and third-party interviews when available.
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Major life activities include functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. ADHD may substantially limit one or more of an individual's major life activities. Mitigating measures, such as medication, are considered in determining whether the impairment rises to the level of a disability. For example, an individual with extreme inattentiveness caused by ADHD may be unable to grasp much of the information presented in weekly staff meetings or in regular monthly trainings. Even with medication, the individual may be significantly impaired in the ability to absorb and grasp information presented orally or in lecture format because of the inability to focus and pay attention. If the individual were significantly impaired, s/he would be considered an individual with a disability. As discussed below, there may be reasonable accommodations that would address these workplace concerns and allow the employee to be a successful and productive employee.
Include evidence of current impairment: Documentation should include a description of current functional limitations that are a direct result of this disorder, such as attention, executive functioning, broader cognitive (e. g., memory, visuomotor integration), and behavioral deficits. It should also provide a description of the efficacy of academic accommodations that have been utilized by the student. Relevant employment history and use of accommodations (if applicable) is also important. Information regarding the use of medication and therapy to address symptoms and the effectiveness of treatment should be provided if relevant. Include an assessment for academic accommodations: The disability documentation should demonstrate the current impact of ADHD on learning and the ability to function in an academic setting. Assessment measures should be administered to demonstrate how functioning is impaired in the relevant areas for the student including but not limited to: broad cognitive ability, processing speed, fluency, working memory, reading speed, and comprehension using timed and untimed measures, in addition to attention and executive functioning.
The criteria stipulate that individuals have their symptoms of ADHD for at least 6 months, that these symptoms are to a degree that is developmentally deviant, and that the symptoms have developed by 7 years of age. There are three types of ADHD. The type of ADHD to be diagnosed depends on whether symptomology is congruent with the diagnostic criteria for ADHD: Predominantly Inattentive, Predominantly Hyperactive-Impulsive, or Combined Type. What is the Impact of the Americans with Disabilities Act on People with Attention Deficit/Hyperactivity Disorder? The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination against people with disabilities. Under the ADA, the term "disability" is defined as: a physical or mental impairment that substantially limits one or more of the major life activities of an individual, a record of such an impairment or, being regarded as having such an impairment. ADHD would be considered a mental impairment. "Substantially limits" means that the person is unable to perform, or is significantly limited in the ability to perform, an activity as compared with an average person in the general population.
Disability and HR: Tips on the Accommodation & Employment of People with Disabilities
Include test scores for all measures: Checklists and/or surveys can supplement the diagnostic profile but are insufficient in helping staff determine eligibility for academic modifications. Data and clinical observations provided must serve to support a substantial limitation in the academic task/area in which the individual is requesting an accommodation(s). Include a diagnostic statement using the American Psychiatric Association's Diagnostic and Statistical Manual – Fifth Edition (DSM-5). Recommendations The evaluator should describe the severity and impact of ADHD on the individual, including the manner in which the condition is substantially life limiting. The diagnostic report may include specific recommendations for accommodations that are appropriate at postsecondary level. A detailed explanation as to why each accommodation is recommended should be provided and must correlate with specific functional limitations determined through the diagnostic interview, observation, and/or testing.
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It now appears that hereditary factors play a very large role in the occurrence of ADHD symptoms. It may be that what is transmitted genetically is a tendency towards the occurrence of disturbances in the nervous system. The condition can also be caused or exacerbated by pregnancy complications, exposure to toxins, or neurological disease. Social factors alone are likely not a cause of this disorder, but such factors may exacerbate the condition, or contribute to its persistence. Cases of ADHD can also arise without a genetic predisposition to the disorder, if the individual is exposed to significant disruption or neurological injury to this final common neurological pathway, but this would seem to account for only a small minority of people with ADHD. ADHD is a developmental disorder, but can continue into adulthood. It may also be a condition that was present in childhood may be first diagnosed in adulthood, based a developmental history consistent with the diagnosis of ADHD.