Walla Walla College Disability Support Services Policy Regarding Documentation of
Attention Deficit/Hyperactivity Disorder(AD/HD)
Students who are seeking support services from Walla Walla College on the basis of a diagnosis
of AD/HD are required to submit documentation to verify eligibility. Documentation of AD/HD
consists of the provision of professional testing and evaluation and a written report which
addresses specific academic needs of the student. The cost and responsibility for providing
this professional evaluation shall be borne by the student.
The following guidelines are provided in the interest of assuring that the evaluation and
report are appropriate for documenting eligibility. Documentation presented to Disabilities
Support Services (DSS) will remain in a private confidential file in the DSS Office. The
Director or Coordinator of DSS is available to consult with diagnosticians regarding these
guidelines. The report should:
- Be prepared by a professional (e.g. licensed psychologist, psychiatrist or
physician) qualified to diagnose AD/HD. Experience in evaluation of adults with AD/HD
- Be 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 Psychiatric Association: Diagnostic
and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) or 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 strongly recommended.
Current research states that paper and pencil tests that are 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, procedures and data sources used to diagnose;
- Current symptoms which satisfy the DSM-IV or DSM-IV-TR criteria and their 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 (How is the student functionally limited?); and
- Diagnostician's name, title, license number, address and phone number.
- Be 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 accommodations, it is in a student's best interest
to provide recent and appropriate documentation to serve as the basis for decision-making
about a student's need for accommodations in an academically competitive environment.
- Present clear and specific evidence, which identifies the individual's present level
of functioning and how the student's education may be impacted.
- Provide sufficient data to 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 proper documentation will not be approved.