![]() ![]() A current evaluation report should not simply refer to a prior diagnosis as confirmatory evidence of ADHD. ![]() The report also should explore any educational and cultural factors potentially affecting ADHD diagnosis, and the ameliorative effects of medications, strategies and/or treatments.īecause of the challenge of distinguishing the range of normal behaviors and developmental patterns of adolescents and adults - e.g., procrastination, disorganization, distractibility, restlessness, boredom, academic underachievement or failure, low self-esteem, chronic tardiness or non-attendance - from clinically significant impairment, an evaluation should address the severity and frequency of the symptoms and whether these behaviors constitute an impairment in a major life activity. It should rule out alternative explanations - such as medical conditions, other psychological disorders or noncognitive factors - for inattentiveness, impulsivity and/or hyperactivity and investigate and discuss the possibility of dual diagnoses. A positive response to medication by itself does not constitute a diagnosis, nor does the use of medication in and of itself either support or negate the need for accommodation(s).Ī diagnostic report to support the need for testing accommodations should include a specific diagnosis of ADHD (including the subtype) based on the current DSM diagnostic criteria and provide a rationale and supporting data to substantiate this diagnosis. Similarly, while executive function issues are commonly seen in students who have ADHD, students with executive function issues who do not meet the criteria for ADHD would not qualify under the ADHD classification. Individuals who only report test anxiety or problems in particular situations with daily organization, timed testing, memory or concentration do not fit the diagnostic criteria for ADHD. Just having some of these symptoms, however, is not sufficient for diagnosis, as a large proportion of adolescents and adults report experiencing some of the ADHD symptoms listed in the DSM-5. Diagnostic and Statistical Manual of Mental Disorders. The DSM-5 specifies that several symptoms must have been present before age 12 (American Psychiatric Association. The current version of the Diagnostic and Statistical Manual of Mental Disorders (5th edition) defines ADHD as a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, has presented symptoms in two or more settings (e.g., at home, school or work with friends or relatives and in other activities) for at least the past six months, and has direct negative impact on social, academic or occupational functioning. Depending on the information you are able to provide after a collaborative process with ETS’s reviewers, ETS may approve some, all or none of the accommodations you request.ĭefinition and Diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) Because of these differences, you may not qualify for the same accommodations you received in the past in a different educational setting. Please note that there are differences between the laws that govern accommodations in K–12 education and those that apply to postsecondary education, which emphasize equal access to educational opportunities. Also use this page for a list of common accommodations, information on where to find bulletins for the test(s) you plan to take, how to submit documentation to ETS in support of requested accommodations, and to register, pay for and schedule the test(s). You may refer to our "For Test Takers" page for helpful information on requesting accommodations, registering for a test and scheduling a test date. ![]() To provide more information to your evaluators, direct them to our “For Evaluators” page. It also includes information for evaluators to guide them in documenting ADHD and in providing rationales for their recommendations of appropriate testing accommodations. This document contains information to guide test takers in requesting accommodations for ADHD. We treat requests for accommodations on a case-by-case basis and have established policies and procedures that ensure that people with disabilities or health-related needs have access to our tests. ![]() ETS is committed to providing reasonable testing accommodations for candidates with documented disabilities or health-related needs as recognized under the ADA Amendments Act of 2008 (ADA AA). ![]()
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