Accommodating Students with Attention Deficit/Hyperactivity Disorder

Attention Deficit/Hyperactivity Disorder (AD/HD) is defined as a neurological impairment characterized by serious and persistent difficulties in attention span, impulse control, distractibility, and/or hyperactivity. Some individuals exhibit outward manifestations of hyperactivity (i.e. fidgetiness, impulsive interruptions, excessive talking) while others daydream and have difficulty in following a train of thought.

ADD is the generic term for Attention Deficit Disorder, but the official nomenclature, according to the American Psychiatric Association, is Attention Deficit/Hyperactivity Disorder (AD/HD) which is more commonly used in education.

According to the Diagnostic and Statistical Manual of Mental Disorders (DSM), AD/HD is a chronic disorder that begins in infancy (although it may not have been formally diagnosed) with the onset of symptoms being present before the age of seven years old. Children were thought to have outgrown AD/HD by the time they reached puberty, but current research indicates that a significant proportion of diagnosed individuals continue to manifest symptoms throughout adolescence and adulthood.

Additionally, the DSM states that some of the following symptoms must occur and must be pervasive in at least two settings, such as at home, school or work:

• disorganization
• procrastinationverbal impulsivity
• search for high stimulation
• a tendency toward addictive behavior
• underachievement
• lack of tenacity with task
• distractibility
• intolerance for boredom
• inaccurate self-observation

The term AD/HD is used to indicate three types of attention deficit disorders:

Undifferentiated Attention Deficit Disorder: The primary and most significant characteristic is inattentiveness (students may seem to be daydreaming). Students appear to be quiet and passive. These students tend to be overlooked more easily in the classroom, and may be at a higher risk for academic failure than those with the other types of AD/HD.

Attention Deficit Disorder with Hyperactivity-Impulsivity: These students tend to fidget and squirm, have trouble staying in their seats, and talk excessively. They appear to be always “on the go”. They often interrupt others, don’t wait their turns, and intrude on others.

Combined type: Students show characteristics of both the Undifferentiated and Hyperactivity-Impulsivity forms of AD/HD.

Students with AD/HD have tremendous difficulty getting or keeping themselves organized. It is frequently found that these students start numerous projects concurrently, but never really complete any of them. This tendency and a lack of understanding of the characteristics of AD/HD can create a multitude of problems for these students in their abilities to function within the academic parameters of a college setting.

Ways AD/HD might affect a student in the classroom

He/She may:

• contribute ideas to the class which are creative, intuitive and innovative have difficulty getting organized (for example, in class or with outside readings and assignments)
• have difficulty following correct procedures
  
• experience procrastination (for example, beginning projects late or not meeting deadlines for assignments)
• speak out in class and impulsively say what comes to mind
• tune out or drift away in the middle of the lectur
• become bored easily
• become impatient or have a low tolerance for frustration
• worry needlessly and unproductively
• experience a feeling of insecurity or impending doom (for example, a fear of failing written assignments or exams)
• experience mental or physical restlessness (for example, tapping a pencil, chewing gum, and tapping feet or shaking legs)
• inaccurately assess one’s performance or progress
• experience low self-esteem

SUGGESTIONS FOR FACULTY

• Provide a detailed course syllabus before class begins, or as soon as possible.
• Avoid (as much as possible) disruptions, i.e. physical relocations, changes in schedule;
• when changes do occur, provide clear and consistent instructions to the student as soon as possible.
• Give instructions in both verbal and written form; break down complex directions into smaller components. Repeat instructions in a calm, positive manner.
• Hold review sessions prior to exams.
• Break down papers and projects into smaller units with specific due dates.
• Give frequent feedback regarding how well course requirements are being met.
• Utilize group discussion rather than straight lecture format as much as possible.

DOCUMENTATION

To be eligible for services at Florida Atlantic University, a student must provide appropriate documentation of an Attention Deficit/Hyperactivity Disorder to the Office for Students with Disabilities (OSD). The documentation must be in the form of a written report based on a psychological evaluation performed by a licensed psychologist or psychiatrist. Documentation must address all of the following four criteria and should include anticipated effects of the student’s functional limitations within the academic setting.

1. Reported history of AD/HD symptoms demonstrated during childhood, corroborated by an independent source. This must include interviews and two (2) AD/HD behavioral rating scales and may include school records and/or other pertinent background information.
2. Corroboration of current AD/HD symptoms across multiple settings (particularly academic and social) by one or more adults with knowledge of the client’s functioning.
3. Standardized assessment measures of attention are utilized in the diagnosis of AD/HD; i.e. TOVA, Continuous Performance Test, psychological evaluation. *Scores must be provided, including Index Scores.
4. . Psychometric instruments or other means are used to exclude differential diagnoses (behavioral, psychological or physical).

ALSO. . .

• Summaries of questionnaires, measures, or other clinical data should be included.
• Symptoms meeting diagnostic criteria must be addressed.
• The type of AD/HD needs to be diagnosed per the DSM Diagnostic Code.
• Level of severity of AD/HD needs to be addressed; i.e., mild, moderate, severe.
• Medication (dosage and side effects) and other treatments should be included
• Assessment must have been performed on an adult scale, preferably within the last three years; however, the OSD reserves the right to make modifications to this time frame.
• If a diagnosis is associated with a learning disability, this should be identified, and a current, appropriate psycho educational evaluation should be attached.

GENERAL ACCOMMODATIONS

After the student has submitted documentation of a disability and an Application for Support Services to the OSD, an OSD counselor will review this information and then contact the student for a meeting. At the meeting, accommodations are determined. The student, depending on documentation of the disability, may be eligible for one or more of the following accommodations:

• Advocacy
• Professor notification
• Notetaking assistance
• Audio recording of classes
• Time management and study skills training
• Exam adaptations (i.e. extended time to take exams, distraction-reduced setting)
• For more information, visit: http://www.chadd.org

Note: Professors will be notified of the accommodations a student is eligible for in a Letter of Notification from the OSD. If the student is not registered with the OSD, please refer him or her to the office.

Rev 07/06

Accommodating
Students with
Attention Deficit/
Hyperactivity Disorder

at Florida Atlantic University

An Informational Brochure
from the
Office for Students with Disabilities

Boca/Port St. Lucie:
777 Glades Road, SU Room 133
Boca Raton, FL 33431
Phone (561) 297-3880 Fax (561) 297-2184
TTY (561) 297-0358

Broward Campuses:
2912 College Avenue, MD I Room 104
Davie, FL 33314
Phone (954) 236-1222 Fax (954) 236-1123
TTY (954) 236-1146

Jupiter Campus (Office of Diversity Services):
5353 Parkside Drive, SR Room 117
Jupiter, FL 33458
Phone (561) 799-8585 Fax (561) 799-8721
TTY (561) 799-8565

Website address: www.osd.fau.edu

Alternate format available upon request