Guidelines for Clinical Documentation of
Attention Deficit Hyperactivity Disorders (ADHD)
Under the Americans with Disabilities Act Amendments Act (ADAAA) of 2008, Americans with Disabilities
Act (ADA) of 1990, and Section 504 of the Rehabilitation Act of 1973, individuals with disabilities are
guaranteed certain protections and rights to equal access to programs and services. In order to establish
that an individual is covered under the ADAAA and/or Rehabilitation Act, documentation must be
submitted, indicating that the disability substantially limits one or more major life activities.
In order to apply for reasonable accommodations for ADHD, the student must obtain documentation from
a qualified evaluator and submit a copy to Student Disability Services. The student is also responsible for
obtaining additional information or testing when requested. If co-existing learning disabilities orother
disabling conditions are indicated, further assessment by a qualified evaluator may be required.
The provision of all reasonable accommodations is based on the current and substantial impact of the
disability on academic functioning. A prior history of accommodations without demonstration of current
need does not guarantee the provision of like accommodations. If no prior accommodations have been
provided, the evaluator must include an explanation as to why, and why accommodations are necessary
now.
The following guidelines are provided to ensure documentation validates the existence of ADHD and
substantial impact on the individual's educational performance, as well as meets Colorado School of
Mines criteria for reasonable accommodations. The final determination of appropriate accommodations
rests with Student Disability Services and is based on a review of the provided documentation. All
information obtained in diagnostic and medical reports will be maintained and used in accordance with
applicable confidentiality requirements.
Qualified Evaluators
Evaluators qualified to make this diagnosis and recommend accommodations must be trained in the
assessment of ADHD and experienced in assessing the needs of adult learners. Developmental
pediatricians, family physicians, neurologists, psychiatrists, and licensed clinical or educational
psychologists are qualified evaluators.
The documentation must include the name, title, and professional credentials of the evaluator, including
information about licensure and/or specialization. It is not appropriate for professionals to evaluate
members of their own families. All evaluation reports must be typed on letterhead, signed, and dated.
Documentation
The age of acceptable documentation is dependent upon the need for accommodations in the postsecondary setting. Therefore, it should be no older than three years. A school plan such as an IEP or a
504 Plan is insufficient documentation in and of itself but can be included as part of a more
comprehensive evaluative report. Documentation must include the following:
Specific, Current DSM-IV Psychiatric Diagnosis
1. Symptoms of hyperactivity/impulsivity or inattention that cause impairment and were present in
childhood.
2. Current symptoms if different from childhood symptoms.
3. Date of first visit to evaluator and frequency of sessions.
4. Other professionals who are providing treatment and frequency of that treatment.
5. Clear evidence of significant impairment in two of the following: social, academic, or occupational
functioning.
6. Clear evidence that symptoms do not meet criteria for Pervasive 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).
7. Descriptors/codes for applicable Axis I, Axis II, Axis III, Axis IV, and Axis V diagnoses.
Diagnostic Evaluation
1. History of presenting symptoms, including evidence of ongoing impulsive/hyperactive or inattentive
behavior that has significantly impaired functioning over time.
2. Developmental history.
3. Family history of ADHD and other educational, learning, physical, or psychological difficulties deemed
relevant by the evaluator.
4. Relevant medical and medication history, including the absence of a medical basis for the symptoms
being evaluated.
5. Relevant psychosocial history and interventions.
6. Thorough academic history of elementary, secondary, and postsecondary education.
7. Review of prior psychoeducational test reports to determine whether a pattern of strengths or
weaknesses is supportive of attention or learning problems.
8. Relevant employment history.
9. Description of current functional limitations pertaining to educational setting that are presumably a
direct result of problems with attention.
10. History of relevant prior therapy.
Alternative Diagnoses
Explain the possibility of dual diagnoses and alternative or co-existing mood, behavioral, neurological
and/or personality disorders that may confound or mimic the diagnosis of ADHD.
Relevant Testing Information
Neuropsychological or psychoeducational assessment is important in determining the current impact of
the disorder on the student's ability to function in academically related settings. If grade equivalents are
reported, standard scores and/or percentiles must accompany them. Test scores or subtest scores alone
should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest
scores from measures of intellectual ability, memory function 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. All data must logically reflect a substantial limitation to learning for which the individual is
requesting accommodations.
Prescribed Medications
1. Dosages.
2. Side effects.
3. Schedules, which may influence the types of accommodations provided.
4. Impact of medication on the student's ability to meet the demands of the Colorado School of Mines.
Narrative Summary
1. Demonstration of the evaluator's having ruled out alternative explanations for inattentiveness,
impulsivity, and/or hyperactivity as a result of psychological or medical disorders or non-cognitive factors.
2. Indication of how patterns of inattentiveness, impulsivity, and/or hyperactivity across the life span and
across settings are used to determine the presence of ADHD.
3. Indication of whether or not the student was evaluated while on medication, and whether or not the
prescribed treatment produced a positive response.
4. Indication and discussion of the substantial limitation to learning presented by the ADHD and the
degree to which it affects the individual in the testing context for which accommodations are being
requested.
5. Indication as to why specific accommodations are needed and how the effects of ADHD symptoms, as
designated by DSM-IV, are mediated by the accommodations.
Recommended Accommodations
The recommendation of reasonable accommodations must be appropriate for the postsecondary level
and Colorado School of Mines, and must be supported by the diagnosis. If extended test/quiz and/or lab
time is recommended, the amount of time must be specified. Rationale must be given for each
recommendation.
Documentation should be sent to:
Student Disability Services
W. Lloyd Wright Student Wellness Center
1770 Elm St., Room 205
Golden, CO 80401
Please allow a minimum of two weeks for a review of your request and documentation.