WASHINGTON AND LEE UNIVERSITY

GUIDELINES FOR DOCUMENTATION OF COGNITIVE DISABILITIES

Note: These guidelines are applicable to requests for accommodation of a cognitive disability, defined as a disability connected with thinking or conscious mental processes, including but not limited to specific learning disabilities and ADHD.

Introduction

In order to fully evaluate your request for accommodation, W&L will need adequate documentation of your disability. W&L has developed these guidelines to assist you in working with your diagnosing/treating professional(s) to prepare the documentation needed to evaluate your accommodation request. Please provide these guidelines to your diagnosing/treating professional. The designated Dean will maintain all documentation received in a confidential file, separate from your academic record, and will disclose the documentation only in accordance with law or your consent.

Definitions Applicable To All Student Accommodation Requests

· A "disability" is a physical or mental impairment that substantially limits one or more major life activities. Physical or mental impairments include, for example, blindness and visual impairments, deafness and hearing impairments, mobility impairments, specific learning disabilities, emotional or mental illness, and some chronic illnesses.

· "Major life activities" include learning, caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, and working.

· An individual is "substantially limited" when he/she is unable to perform a major life activity that the average person in the general population can perform or when he/she is significantly restricted as to the condition, manner or duration under which he/she can perform a particular major life activity as compared to the average person in the general population. [For example, Student A has average intellectual ability (50^th percentile) and an impairment (dyslexia) that limits his ability to learn so that he can only learn as well as ten percent of the population. His ability to learn is substantially impaired because it is limited in comparison to most people. Therefore, Student A has a disability for purposes of 504/ADA. By contrast, Student B has superior intellectual capability, but her impairment (dyslexia) limits her ability so that she can learn as well as the average person. Student B's impairment does not substantially limit the major life function of learning because it does not restrict her ability to learn as compared with most people in the general population. Therefore, Student B is not a person with a disability for purposes of 504/ADA.]

· A "qualified student with a disability" is a student with a disability who, with or without reasonable accommodations, meets the essential eligibility requirements for receiving services or participating in programs or activities.

· A "reasonable accommodation" is a modification or adjustment to a class or program, or the provision of auxiliary aids and/or services, that allows a student with a disability equal opportunity to participate in university programs and activities and that does not constitute an undue burden or a fundamental alteration to a program or activity.

Guidelines For Documentation Of A Cognitive Disability

In order to verify eligibility for academic accommodation under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, students should provide documentation that their disability currently substantially limits some major life activity, including learning. The following documentation guidelines are provided in the interest of assuring that documentation of cognitive disabilities, including specific learning disability(ies) (LD) and/or Attention-Deficit/Hyperactivity Disorder (ADHD), is appropriate to verify eligibility and to support requests for reasonable accommodations. These guidelines apply to both LD and ADHD, as well as other disorders that affect cognitive abilities, except where indicated to relate exclusively to ADHD. W&L reserves the right to request additional documentation as necessary to fully evaluate individual requests for accommodation.

I. A Qualified Professional Must Conduct a Current Evaluation

Professionals conducting assessments and rendering diagnoses of cognitive disabilities must have comprehensive relevant training in differential diagnosis of cognitive disabilities and experience with adults. The following professionals would generally be considered qualified to evaluate and diagnose cognitive disabilities: clinical psychologists, neuropsychologists, educational psychologists, and psychiatrists (ADHD). Because the provision of reasonable accommodations is based on assessment of the current impact of the student’s disability on academic performance, it is in a student’s best interest to provide documentation of recent testing. This means that a comprehensive evaluation should have been conducted within the past three years using the adult version of assessment tools. If documentation is inadequate in scope or content, or does not address the individual’s current level of functioning, reevaluation and/or additional testing will be required. Note: a psychiatric evaluation without the relevant testing is not acceptable.

II. Documentation Must Be Comprehensive

A. Evidence of Impairment: A Diagnostic Interview

The report of assessment should include a comprehensive diagnostic interview that includes relevant background information from a variety of sources to support the diagnosis. The report of assessment should include, but not necessarily be limited to, all of the following areas as relevant to the disability:

· a description of the presenting problem(s);

· a history of attentional symptoms, including objective evidence of ongoing impulsive/hyperactive or inattentive behavior that has significantly impaired functioning over time (ADHD);

· a developmental history;

· an academic history, including results of prior standardized testing, reports of classroom performance, behavior, notable trends, and prior accommodations used in secondary and postsecondary school, including any self-accommodations that have mitigated the functional limitations of the impairment;

· family history as relevant to the impairment;

· psychosocial history;

· relevant medical and medication history, including the absence of a medical basis for the present symptoms and the effects of medication in mitigating the functional limitations of the impairment;

· history of relevant prior psycho- or other therapy;

· a discussion of dual diagnoses, alternative or coexisting mood, behavioral, neurological and/or personality disorders, and exploration of possible alternatives that may mimic a cognitive disability when, in fact, one is not present.

B. Relevant Testing: Neuropsychological/Psychoeducational Evaluation in Mitigated State

The neuropsychological or psychoeducational evaluation for the diagnosis of a cognitive disability should provide clear and specific evidence that a cognitive disability does or does not exist. All data must logically reflect the specific substantial limitation to learning for which the student requests accommodation. The test findings must document both the nature and severity of the disability(ies). All testing and evaluation must have been done in the mitigated state; in other words, with the use of medication or other measures that mitigate the functional limitations of the student's impairment

It is not acceptable to administer only one test, nor is it acceptable to base a diagnosis on only one of several subtests. The tests used must be reliable, valid, and standardized for use with an adult population.

Actual test scores must be provided. If grade equivalents are reported, standard scores and/or percentiles must accompany them. In addition to test scores, interpretation of results is required. Test protocol sheets or scores alone are not sufficient.

Domains to be addressed should include the following:

1) Cognitive Ability

A complete aptitude assessment is required with all subtests and standard scores using the adult version of tests when applicable. The preferred instrument is the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). Other acceptable instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability (Subtests 1-14); the Stanford-Binet Intelligence Scale: Fourth Edition. The Wechsler Intelligence Scale for Children will not be acceptable.

2) Achievement

A complete achievement battery, with all subtests and standard scores, must be provided. The battery should include current levels of academic functioning, timed and untimed, in reading (decoding and comprehension), mathematics, and written language. Acceptable instruments include, but are not limited to, the Woodcock - Johnson Psychoeducational Battery - Revised: Tests of Achievement; the Nelson - Denny Reading Skills Test; Scholastic Abilities Test for Adults (SATA); or Woodcock Reading Mystery Tests - Revised. The Wide Range of Achievement Test - 3(WRAT-3) is not a comprehensive measure of achievement and therefore is not acceptable if used as the sole measure of achievement. Note: if the student is requesting accommodation of a foreign language course requirement, the Modern Language Aptitude Test must be provided in addition to a complete achievement battery. For some foreign language waiver requests, auditory processing assessment is also indicated (see below).

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) must be assessed. Acceptable instruments include, but are not limited to, the Detroit Test of Learning Aptitude - 3(DTLA-3). Information from subtests on the WAIS-III, or the Woodcock - Johnson Psychoeducational Battery -Revised; Tests of Cognitive Ability, Wechsler Memory Scale - III, Luria-Nebraska Neuropsychological Battery, Halstead-Reitan Neuropsychological Battery, as well as other instruments may be used to address these areas.

4) Other Assessment Measures

Other standard and formal assessment measures (e.g., personality or clinical inventories) may be integrated with the above documents to help support a dual diagnosis, or to disentangle the cognitive/learning disability from coexisting mood, behavioral, neurological, and/or personality disorders. In addition to standardized test batteries, it is also very helpful to include informal observations of the student during the test administration. Nonstandard measures and informal assessment procedures may be helpful to determine performance across a variety of domains.

C. Identification of DSM-IV Criteria (ADHD)

According to the Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition (DSM-IV) (1994), 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. A diagnostic report should include a review and discussion of the DSM-IV criteria for ADHD and specify which symptoms are present from those specified in the criteria. The following diagnostic criteria for ADHD are specified in the DSM-IV (American Psychiatric Association, 1994):

A. Either (1) or (2):

1. six (or more) of the following symptoms of inattention have persisted for at least

6 months to a degree that is maladaptive and inconsistent with developmental level:

Inattention

a. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

b. often has difficulty sustaining attention in tasks or play activities

c. often does not seem to listen when spoken to directly

d. often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)

e. often has difficulty organizing tasks and activities

f. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

g. often loses things necessary for tasks or activities (e.g., school assignments, pencils, books, or tools)

h. is often easily distracted by extraneous stimuli

i. is often forgetful in daily activities

2. six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

Hyperactivity

a. often fidgets with hands or feet or squirms in seat

b. often leaves seat in classroom or in other situations in which remaining seated is expected

c. often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

d. often has difficulty playing or engaging in leisure activities quietly

e. is often “on the go” or often acts as if “driven by a motor”

f. often talks excessively

Impulsivity

a. often blurts out answers before questions have been completed

b. often has difficulty awaiting turn

c. often interrupts or intrudes on others (e.g., butts into conversations or games)

B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.

C. Some impairment from the symptoms is present in two or more settings (e.g., at school or work, and at home).

D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.

E. The symptoms do not occur exclusively during the course of a 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).

The DSM-IV specifies a code designation based on type: