Chapter 11. Disability Support Services

Subchapter 11-100. General Provisions

Section 11-101. Definitions
a. In this chapter, unless the context requires a different meaning,

1. "dean" means the dean of student affairs, or the dean's delegate or representative;
2. "hearing officer" means a person appointed by the president to conduct hearings of alleged violations of a regents' rule, university regulation, or administrative rule;
3. "organization" means a student group holding a valid registration;
4. "president" means the president of The University of Texas at Tyler;
5. "student" means a person currently enrolled in residence at the university, or who is accepted for admission or readmission to the university, or who has been enrolled at the university in a prior semester or summer session and is eligible to continue enrollment in the semester or summer session that immediately follows, or who is attending an educational program sponsored by the university while that person is on campus;
6. "university" means The University of Texas at Tyler;
7. "university facility" means a classroom, auditorium, University Pines student apartments, other building, or outdoor area owned or controlled by the university;
8. "weekday" means Monday through Friday except for official university holidays; "day" means calendar day;
9. ”faculty or staff” means a current employee of The University of Texas at Tyler.

Subchapter 11-100. Mission

Section 11-101. Mission
a.The mission of Disability Support Services (DSS) is to provide students equal access to all educational, social, and recreational programs through coordination of services and reasonable accommodations, consultation and advocacy. DSS strives to provide services that will encourage students to become as independent and self-reliant as possible.

Section 9-102. Access
a. Students learn about DSS through a variety of avenues.

b. Some of these include:

1. DSS brochure
2. Internet
3. email
4. orientation
5. outreach days
6. university catalog
7. registration advertisements
8. student newspaper
9. faculty and staff referrals.

Section 11-103. Population Served
a. DSS offers services to all eligible (see Eligibility for Services) currently enrolled students at the University of Texas at Tyler.

Section 11-104. Description of Services
a. Academic accommodations and other services are addressed and provided on an individual basis determined by documented need. Some of the services available to qualified students are:

1. Letter listing approved accommodations for students to provide to faculty
2. Extended time, readers, or scribes for in class coursework and examinations
3. Volunteer note takers
4. Interpreters for the deaf
5. Supportive counseling
6. Accessibility information
7. Tape-recorded text
8. Registration assistance
9. Referral to other campus and community resources
10. Consultation with faculty and staff regarding on-campus situations which constitute an accommodation challenge
11. Sponsored student support group
12. Computer software equipment technologically designed for individuals with specific disabilities
13. Some equipment is available for check-out according to approved accommodations. Failure to return resources in good working condition, may result in referral for disciplinary action including withholding grades and transcripts until item is returned or payment for replacement of item is received.
    

Subchapter 11-200. Eligibility

Section 11-201. Eligibility for Services
a. a. A student who would like to be considered for disability support services must requestservices themselves through the Student Services Office. The student requesting services should obtain an information packet and make an appointment with the disability support services (DSS) counselor at least four weeks prior to the beginning of the semester. The information packet includes an Application for Disability Support Services, Disability Support Services Policies and Procedures, and other information as related to services. The packet is available in the Student Services offices and on the University of Texas at Tyler Student Services Web page.

b. During the initial appointment with the DSS counselor, the student will provide the DSS counselor the completed Application For Disability Support Services and disabililty verification information that includes:

Specific diagnostic statement identifying the disability, date of the current diagnostic evaluation, and the date of the original diagnosis;

1. Complete educational, developmental, and medical history relevant to the disability for which accommodations are being requested;
2. A description of all test instruments used in the evaluation report and relevant subtest scores used to document the stated disability. (This does not apply to physical or sensory disabilities that are considered permanent or unchanging;.)
3. Statement as to permanency of each condition/disability;
4. Information on how each condition/disability affects the individual with regard to physical, emotional, or cognitive limitations and the severity and limitations within the classroom environment;
5. Treatments, medications, assistive devices, services currently prescribed or in use;
6. Described and justified specific recommendations for accommodations such as extra time for testing, note taking assistance, auxiliary aids, etc.;
7. Credentials of the diagnosing professional indicating that the evaluator is qualified to make the diagnosis (include information about license or certification and area of specialization);
8. Correspondence that is typed or printed on the evaluator’s official letterhead.

c. Verification information must be from an appropriate qualified professional who has particular expertise in the area of the condition/disability. (More specific information regarding verification for learning disabilities and attention deficit/hyperactivity disorder are listed in the attachments to this document).

d. The DSS counselor will review verification material once it has been received and combine it with interview information received from the student and expertise of the DSS counselor to decide upon appropriate accommodation.

Subchapter 11-300. Accomodation Procedures

Section 11-301. Accommodating the Student
a. Once eligibility has been determined by the Support Services counselor and accommodation(s) decided upon, a Special Accommodation Request is completed and provided to the student. The Special Accommodation Request is completed each succeeding semester that the student requests disability support services.

b. The student must request disability support services at least 15 days prior to the beginning of each succeeding semester to assure accommodation(s) are received the first week of class.

c. A copy of the student’s registration must accompany the request for services.

d. The student should provide the Special Accommodation Request to the appropriate faculty member. The student should discuss with the faculty member relevant information that will assist in providing the approved accommodation.

e. The faculty member will assure that the student receives the approved accommodation(s).

f. The Disability Support Services counselor is available to the student and faculty member for consultation.

Subchapter 11-400. Verification for Psychological/Psychiatric Accommodation
(Adapted from Educational Testing Service Disability Guidelines for Documentation, Princeton, New Jersey, 2001)

Section 11-401. Covered Disability
a. To establish that an individual is covered under the ADA, documentation must indicate that a specific disability exists and that the identified disability substantially limits one or more major life activities. A diagnosis of a disorder/condition/syndrome in and of itself does not automatically qualify an individual for accommodations under the ADA. The documentation must also support the request for accommodations, academic adjustments, and/or auxiliary aids.

b. “Psychiatric disabilities" is a generic term used to refer to a variety of conditions involving psychological, emotional, and behavioral disorders and syndromes. The two official sources designed to outline the criteria used in making these diagnoses is the Diagnostic and Statistical Manual, Fourth Edition (DSM-IV-TR) . For the purpose of determining eligibility for accommodation, the symptoms must meet the ADA definition of a disability.

c. Information and documentation submitted to verify accommodation eligibility must be comprehensive in order to avoid unnecessary delays in decision making related to the provision of accommodations.

Section 11-402. Documentation Requirements
a. A Qualified Professional Must Conduct the Evaluation

1. Diagnoses of psychological disabilities documented by family members will not be accepted due to professional and ethical considerations even when the family members are otherwise qualified by virtue of training and licensure/certification. The issue of dual relationships as defined by various codes of professional ethics should be considered in determining whether a professional is in an appropriate position to provide the necessary documentation.
2. Professionals conducting evaluations and rendering diagnoses or diagnostic impressions of and making recommendations for accommodations must be qualified to do so. Generally, psychologists, psychiatrists, relevantly trained physicians and relevantly trained licensed professional counselors are considered qualified. Finally, the name, title, and credentials of the qualified professional writing the report should be included. Information about license or certification, as well as the area of specialization, employment, and state or province in which the individual practices, should also be clearly stated in the documentation. All reports should be in English, typed or printed on professional letterhead, dated, and signed.

b. Documentation Must Be Current

1. Due to the changing nature of psychiatric disabilities, it is essential that a test taker provide recent and appropriate documentation from a qualified evaluator. Since reasonable accommodations are based upon the current impact of the disability, the documentation must address the individual's current level of functioning and the need for accommodations (e.g., due to observed changes in performance or medication changes since previous assessment).
2. If the diagnostic report is more than six months old the test taker must also submit a letter from a qualified professional that provides an update of the diagnosis, a description of the test taker's current level of functioning during the preceding six months, and a rationale for the requested testing accommodations.

c. Documentation Necessary to Support the Diagnosis Must Be Comprehensive
In most cases, documentation should be based on a comprehensive diagnostic/clinical evaluation that adheres to the guidelines outlined in this document. The diagnostic report should include the following components:

1. a specific diagnosis
2. history of presenting symptoms
3. Durations and severity of the disorder
4. A specific request for accommodations with accompanying rationale
5. Relevant, developmental, historical, and familial data
6. Relevant medical and medication history, including the individual's current medication regimen compliance, side effects (if relevant), and response to medication
7. A description of current functional limitations in different settings with the understanding that a psychological disorder usually presents itself across a variety of settings other than just the academic domain and that its expression is often influenced by context-specific variables (e.g., school-based performance)
8. If relevant to test taking performance, a description of the expected progression or stability of the impact of the condition over time
9. If relevant to test taking performance, information regarding kind of treatment and duration/consistency of the therapeutic relationship

d. Alternative Diagnoses or Explanations Should Be Ruled Out
The evaluator must also investigate and rule out the possibility of other potential diagnoses involving neurological and/or medical conditions or substance abuse, as well as educational, linguistic, sensorimotor, and cross-cultural factors that may result in symptoms mimicking the purported psychiatric disability.

e. Rationale for Requested Accommodations Must Be Provided
The evaluator must describe the degree of impact of the diagnosed psychiatric disorder on a specific major life activity, as well as the degree of impact on the individual. A link must be established between the requested accommodations and the functional limitations of the individual that are pertinent to the academic situation. Accommodations will be provided only when a clear and convincing rationale is made for the necessity of the accommodation. A diagnosis in and of itself does not automatically warrant approval of requested accommodations Psychoeducational, neuropsychological or behavioral assessments are often necessary to support the need for testing accommodations based on the potential for psychiatric disorders to interfere with cognitive performance.

Section 11-403. Terms that may be helpful in understanding verification requirements:
a. Psychiatric disabilities: Comprise a range of conditions characterized by emotional, cognitive, and/or behavioral dysfunction. Diagnoses are provided in the DSM-IV-TR or the ICD-10. Note that not all conditions listed in the DSM-IV-TR are disabilities, or even impairments for purposes of the ADA. Therefore, a diagnosis of a disability does not, in and of itself, meet the definition of a disability necessitating reasonable accommodations under the ADA or Section 504 of the Rehabilitation Act of 1973.

b. Major life activity: Examples of major life activities include walking, sitting, standing, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and other similar activities. In particular, individuals with psychiatric disabilities may also experience thinking disorders/psychotic disorders that may interfere with the test-taking situation (e.g., reading, writing, calculating).

c. Functional limitation: A substantial impairment in the individual’s ability to function in the condition, manner, or duration of a required major life activity.

Subchapter 11-500. Verification for Attention-Deficit/Hyperactivity in Adults
(Adapted from Educational Testing Service Disability Guidelines for Documentation, Princeton, New Jersey, 2001)

Section 11-501. Documentation Requirements
a. A Qualified Professional Must Conduct the Evaluation

1. Professionals conducting evaluations and rendering diagnoses or diagnostic impressions of and making recommendations for accommodations must be qualified to do so. Generally, psychologists, psychiatrists, relevantly trained physicians and relevantly trained licensed professional counselors are considered qualified. Finally, the name, title, and credentials of the qualified professional writing the report should be included. Information about license or certification, as well as the area of specialization, employment, and state or province in which the individual practices, should also be clearly stated in the documentation. All reports should be in English, typed or printed on professional letterhead, dated, and signed.

b. Documentation Must Be Current

1. Reasonable accommodations and services are based on the assessment of the current impact of the disability on academic performance. In most cases an evaluation must have been completed within the last three years. There is some flexibility in accepting documentation that is older if the previous assessment is applicable to the current or anticipated situation. More recent documentation may be required if changes have occurred in the individual’s performance or medication since the previous assessment.

c. Documentation must be consistent with the Diagnostic and Statistical Manual, Fourth Edition (DSM-IV-TR) criteria for diagnosis of the disorder(s), substantiates the diagnosis, and be comprehensive. The following should be included iin a comprehensive assessment:

1. Evidence of Early Impairment
   Clinical summary of objective historical information, establishing symptomology indicative of ADHD throughout childhood, adolescence, and adulthood as garnered from transcripts, report cards, teacher comments, tutoring evaluations, and past psycho-educational testing; and third party interviews when available.
2. Evidence of Current Impairment - Statement of Presenting Problem
   A history of the individual's presenting attentional symptoms should be provided, including evidence of ongoing impulsive/hyperactive or inattentive behaviors that significantly impair functioning in two or more settings.
3. Diagnostic Interview
   The information collected for the summary of the diagnostic interview should consist of more than self-report, as information from third party sources is critical in the diagnosis of ADHD. The diagnostic interview with information from a variety of sources should include, but not necessarily be limited to, the following:

a) history of presenting attentional symptoms, including evidence of ongoing impulsive/hyperactive or inattentive behavior that has significantly impaired functioning over the lifespan
b) developmental history
c) family history for presence of ADHD and other educational, learning, physical, or psychological difficulties deemed relevant by the examiner
d) relevant medical and medication history, including the absence of a medical basis for the symptoms being evaluated
e) relevant psychosocial history and any relevant interventions
f) a thorough academic history of elementary, secondary, and postsecondary education
g) a review of prior psychoeducational test reports to determine whether a pattern of strengths or weaknesses is supportive of attention or learning problems
h) relevant employment history
i) description of current functional limitations pertaining to an educational setting that are presumably a direct result of problems with attention
j) relevant history of prior therapy

4. Alternative Diagnoses or Explanations Should Be Ruled Out
   The evaluator must investigate and discuss the possibility of dual diagnoses and alternative or coexisting mood, behavioral, neurological, and/or personality disorders that may confound the diagnosis of ADHD. This process should include exploration of possible alternative diagnoses and medical and psychiatric disorders as well as educational and cultural factors affecting the individual that may result in behaviors mimicking an Attention-Deficit/Hyperactivity Disorder.
5. Relevant Testing Information Must Be Provided
   The assessment of the individual must not only establish a diagnosis of ADHD, but must also demonstrate the current impact of the ADHD on an individual's ability to function in the academic setting. In addition, neuropsychological or psychoeducational assessment is important in determining the current impact of the disorder on an individual's ability to function in academically related settings. The evaluator must objectively review and include with the evaluation report relevant background information to support the diagnosis and its impact within the current educational environment. If grade equivalents are reported, they must be accompanied by standard scores and/or percentiles.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 functions tests, attention or tracking tests, or continuous performance tests do not in and of themselves establish the presence or absence of ADHD.
6. Identification of DSM-IV Criteria
   According to the DSM-IV, "the essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development" (p. 78). A diagnostic report should include a review and discussion of the DSM-IV criteria for ADHD both currently and retrospectively and specify which symptoms are present.
7. Documentation Must Include a Specific Diagnosis
   The report must include a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of such terms as "suggests," "is indicative of," or "attention problems."Individuals who report only problems with organization, test anxiety, memory or concentration in selective situations do not fit the prescribed diagnostic criteria for ADHD. Given that many individuals benefit from prescribed medications and therapies, a positive response to medication by itself does not confirm a diagnosis, nor does the use of medication in and of itself either support or negate the need for accommodation(s).
8. An Interpretative Summary Must Be Provided
   A well-written interpretative summary based on a comprehensive evaluative process is a necessary component of the documentation. The summary will indicate whether the candidate was evaluated while on medication and what response the treatment produced; will discuss the limitation and degree to which the condition affects learning in the academic setting as related to accommodations requested; will specify what accommodations are needed: and how the accommodations will mediate the effects of the ADD/HD symptoms.
9. Each Accommodation Recommended by the Evaluator Must Include a Rationale
   The diagnostic report must include specific recommendations for accommodations that are realistic and that postsecondary institutions can reasonably provide. An explanation as to why each accommodation is recommended must be provided and should be correlated with specific functional limitations determined through interview, observation, and/or testing. A school plan such as an Individualized Education Program (IEP) or a 504 plan is insufficient documentation in and of itself but can be included as part of a more comprehensive evaluative report.

Subchapter 11-600. Verification of A Learning Disability in Adults
(Adapted from Educational Testing Service Disability Guidelines for Documentation, Princeton, New Jersey, 2001)

Section 11-601. Documentation Requirements
a. A Qualified Professional Must Conduct the Evaluation.

1. Professionals conducting evaluations and rendering diagnoses or diagnostic impressions of and making recommendations for accommodations must be qualified to do so. Generally, clinical or educational psychologists, neuropsychologists, physicians with training and experience in the assessment of learning problems in adults, and relevantly trained licensed professional counselors are considered qualified. Use of diagnostic terminology indicating a specific learning disability by someone whose training and experience are not in these fields is generally not acceptable. Finally, the name, title, and credentials of the qualified professional writing the report should be included. Information about license or certification, as well as the area of specialization, employment, and state or province in which the individual practices, should also be clearly stated in the documentation. All reports should be in English, typed or printed on professional letterhead, dated, and signed.

b. Documentation Must Be Current

1. Reasonable accommodations and services are based on the assessment of the current impact of the disability on academic performance. In most cases an evaluation must have been completed within the last three years. There is some flexibility in accepting documentation that is older if the previous assessment is applicable to the current or anticipated situation. More recent documentation may be required if changes have occurred in the individual’s performance, etc. since the previous assessment. Students who submit documentation that is not current, adequate, or does not address he current level of in functioning will be required to update the evaluation or submit a new report. If updated or a new report submitted, the requirements are the same for information received. It is understood that once a person is diagnosed as having a qualified learning disability under the Americans with Disabilities Act the disability is normally viewed as life-long. Although the learning disability will continue, the severity of the condition may change over time.

c. Documentation Necessary to Substantiate the Learning Disability Must be Comprehensive

Documentation must validate the need for services based on the candidate's current level of functioning in the educational setting. A school plan such as an individualized education program (IEP) or a 504 plan is insufficient documentation in and of itself but can be included as part of a more comprehensive assessment battery. A comprehensive assessment battery and the resulting diagnostic report must include a diagnostic interview, assessment of aptitude, measure of academic achievement and information processing.

1. Diagnostic Interview - Because learning disabilities are commonly manifested during childhood, though not always formally diagnosed, relevant historical information regarding the candidate's academic history and learning processes in school prior to postsecondary education must be investigated and documented. An evaluation report should include the summary of a comprehensive diagnostic interview by a qualified evaluator. A combination of candidate self-report, interviews with others, and historical documentation, such as transcripts and standardized test scores, is recommended. The evaluator must provide a summary that includes a description of the presenting problem(s); developmental history; relevant medical history, including the absence of a medical basis for the present symptoms; academic history including results of prior standardized testing; reports of classroom performance; relevant family history, including primary language of the home and the candidate's current level of fluency of English; relevant psychosocial history; relevant employment history; a discussion of dual diagnosis, alternative or co-existing mood, behavioral, neurological, and/or personality disorders along with any history of relevant medication use that may affect the individual's learning; and exploration of possible alternatives that may mimic a learning disability when, in fact, one is not present.
2. Assessment - The neuropsychological or psychoeducational evaluation for the diagnosis of a specific learning disability must provide clear and specific evidence that a learning disability does or does not exist. Assessment, and any resulting diagnosis, must consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest.

d. Objective evidence of a substantial limitation to learning must be provided. A list of diagnostic tests and instruments that may be used to supplement the clinical interview and support of functional limitations are included in Subchapter 11-900. Minimally, the domains to be addressed must include the following:

1. Aptitude/Cognitive Ability
   A complete intellectual assessment with all subtests and standard scores reported is essential.
2. Academic Achievement
   A comprehensive academic achievement battery is essential, with all subtests and standard scores reported for those subtests administered. The battery must include current levels of academic functioning in relevant areas such as reading (decoding and comprehension), mathematics, and oral and written language.
3. Information Processing
   Specific areas of information processing (e.g., short- and long-term memory; sequential memory; auditory and visual perception/processing; processing speed; executive functioning; motor ability) should be addressed.
4. Documentation Must Include a Specific Diagnosis
   Documentation must be consistent with the Diagnostic and Statistical Manual, Fourth Edition (DSM-IV-TR) criteria for diagnosis of the disorder(s). Nonspecific diagnoses do not constitute a learning disability. It is important to rule out alternative explanations for problems in learning, such as emotional, attentional, or motivational problems, that may be interfering with learning but do not constitute a learning disability. The evaluator is encouraged to use direct language in the diagnosis and documentation of a learning disability.
5. Actual Test Scores from Standardized Instruments Must be Provided
   Standard scores and/or percentiles must be provided for all normed measures. Grade equivalents must be accompanied with standard scores and/or percentiles. The data must logically reflect a substantial limitation to learning for which the student is requesting the accommodation. The particular profile of the candidate's strengths and weaknesses must be shown to relate to functional limitations that may necessitate accommodations. The tests used must be reliable, valid, and standardized for use with an adult population. The test findings must document both the nature and severity of the learning disabilities. Informal inventories, surveys, and direct observation by a qualified professional may be used in tandem with formal tests in order to further develop a clinical hypothesis.
6. Each Accommodation Recommended by the Evaluator Must Include a Rationale
   It is important to recognize that accommodation needs can change over time and are not always identified through the initial diagnostic process. Conversely, a prior history of accommodation, without demonstration of a current need, does not in and of itself warrant the provision of a like accommodation. The diagnostic report must include specific recommendations for accommodation(s) as well as a detailed explanation of why each accommodation is recommended. The evaluator(s) must describe the impact the diagnosed learning disability has on a specific major life activity as well as the degree of significance of this impact on the individual. The evaluator should support recommendations with specific test results or clinical observations.
7. An Interpretative Summary Must be Provided
   A well-written diagnostic summary based on a comprehensive evaluative process is a necessary component of the report. A clinical summary must include:

a.) Indication that the evaluator ruled out alternative explanations for academic problems, such as poor education, poor motivation and/or study skills, emotional problems, attentional problems, and cultural/language differences
b.) Indication of how patterns in cognitive ability, achievement, and information processing are used to determine the presence of a learning disability
c.) Indication of the substantial limitation to learning presented by the learning disability and the degree to which it affects the individual in the testing context for which accommodations are being requested
d.) Indication of why specific accommodations are needed and how the effects of the specific disability are mediated by the accommodations.

Subchapter 11-700. Grievances

Section 11-701. Grievance Procedures
a. Complaints concerning disability support services shall be filed in writing to the disability support services counselor.

b. The disability support services counselor will present the case within five (5) working days to the chief student affairs officer who will pursue the grievance with the appropriate academic institutional officer.

c. . A written decision will be mailed to the complainant within ten (10) working days of its receipt by the chief student affairs officer.

Section 11-702. Retaliation
No student will be penalized, disciplined or prejudiced for exercising the right to make a complaint, filing a grievance or discrimination complaint, or who has assisted or participated in the investigation of a complaint under the Americans with Disabilities Act of 1990 (ADA) or The Rehabilitation Act of 1973, Section 504.

Subchapter 11-800. Evaluation of Services

Section 11-801. Evaluation of Client Services
a. Students applying for Disability Support Services will receive a Satisfaction Survey with their initial packet of information. At any time during a student’s interactions with Disability Support Services, the Satisfaction Survey may be completed and dropped off in the Student Services Office or mailed (no postage required).

b. Satisfaction Surveys are also made available in the counseling reception area during regular business hours for anyone utilizing services offered through Disability Support Services or the Student Counseling Center.

c. Information from these surveys will be used to improve the services offered through Disability Support Services.

Subchapter 11-900. Diagnostic Test Instruments used to supplement the clinical interview and support of
Functional Limitations for Psychological, Learning, and Attentional Deficit Disabilities

Section 11-901. Rating scales related to attention deficit disorder(s):
a. Wender Utah Rating Scale
b. Brown Attention-Activation Disorder Scale
c. Beck Anxiety Inventory
d. Hamilton's Depression Rating Scale
e. Conners Teacher Rating Scale (age 3-17 years)
f. Conners Parent Rating Scale (age 3-17 years)

Section 11-902. Neuro-psychological and psycho-educational testing
Cognitive and achievement profiles may suggest attention or information processing deficits. No single test or subtest should be used as the sole basis for a diagnostic decision.
Acceptable instruments include, but are not limited to:

a. Aptitude/Cognitive Ability

1. Wechsler Adult Intelligence Scale - III (WAIS-III)
2. Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability
3. Kaufman Adolescent and Adult Intelligence Test

b. Academic Achievement

1. Scholastic Abilities Test for Adults (SATA)
2. Stanford Test of Academic Skills (TASK)
3. Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement
4. Wechsler Individual Achievement Test (WIAT) or specific achievement tests such as
5. Nelson-Denny Reading Skills Test
6. Stanford Diagnostic Mathematics Test
7. Test of Written Language - 3 (TOWL-3)
8. Woodcock Reading Mastery Tests - Revised

c. Information Processing

1. Detroit Tests of Learning Aptitude - 3 (DTLA-3) or Detroit Tests of Learning Aptitude - Adult (DTLA-A).
2. Information from subtests on WAIS-R or Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability, as well as other relevant instruments, may be useful when interpreted within the context of other diagnostic information.

d. Medical evaluation - Medical disorders may cause symptoms resembling ADHD. Therefore, it may be important to rule out the following:

1. Neuroendocrine disorders (e.g., thyroid dysfunction)
2. Neurologic disorders
3. Impact of medication on attention if tried, and under what circumstances

e. Collateral information - Include third party sources which can be helpful to determine the presence or absence of ADHD in childhood.

1. Description of current symptoms (e.g., by spouse, teachers, employer)
2. Description of childhood symptoms (e.g., parent)
3. Information from old school and report cards and transcripts

revised January 2004

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