Georgia Board of Regents Criteria for Accepting

Outside Evaluations documenting ADHD (2.22.01.04)

Criteria for Outside Evaluations and Georgia Board of Regents Criteria for Accepting Outside Evaluations Documenting Learning Disabilities

The Regents Centers for Learning Disorders of the University System of Georgia require that the following criteria, consistent with the DSM-IV, be met in documenting ADHD in adults. DSM-IV criteria are meant to be used by individuals with appropriate clinical training and experience in diagnosis. Criteria should not be applied mechanically by untrained individuals but should be summarized in a cohesive report supporting the diagnosis. Without such written documentation, a student will be unable to receive appropriate academic accommodations that may be critical for  his/her success.

The following is taken from the Academic Affairs Handbook, Section 2.22.01.04 (http://www.usg.edu/academics/handbook/section2/2.22/2.22.04.phtml):

In order to be eligible for accommodations because of ADHD, students must meet the DSM-IV diagnostic criteria of the American Psychiatric Association (APA)and must meet the following criteria for documentation adopted by the Regents Centers for Learning Disoders. There is a Checklist of the Documentation for ADHD of the criteria that can be filled out by the professional evaluating the student. Giving the physician or psychologist a copy of the ADHD checklist may be helpful in assuring that all criteria have been met and documented.

• Developmental history that is documented, using independent sources, of appropriate symptom and problem behaviors across multiple settings (i.e., past evaluations, school records, teacher report).
• Documentation of current symptoms that meet DSM-IV criteria (clinical interview, behavior rating scales).
• Documentation of both childhood and current adult behavior on ADHD rating scales with appropriate age norms.  (Norm based behavior rating scales - actual data required).
• Corroboration of current symptoms across multiple settings by two (2) independent observers with knowledge of the student's functioning. (e.g., parent, spouse, teacher, supervisor, co-worker, relative, and/or clinician observation).
• Clear evidence of interference with developmentally appropriate academic or social functioning.
• All other psychiatric or medical disorders, which may cause problems with inattention are differentially evaluated, documented, and considered in the differential diagnosis. This is particularly important when mood, anxiety, or substance abuse disorders are involved. Other causes of problems with attention and concentration must be considered and discussed (i.e., test anxiety). A positive response to medication is not by itself considered diagnositc.
• Assessment on which the documentation or evaluation is based must have been completed no more than three (3) years prior to the student's application for academic assistance, OR must have been completed as an adult (18 years) and still considered current.

Last updated Friday, August 21, 2009 11:33 AM