Learning Objectives This is an intermediate level course. After completing this course, mental health professionals will be able to: Briefly discuss the history and prevalence of ADHD in adults. Critically analyze the current DSM-5 criteria as they may be applied to adult diagnosis.
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. This document contains information to guide test takers in requesting accommodations for ADHD. It also includes information for evaluators to guide them in documenting ADHD and in providing rationales for their recommendations of appropriate testing accommodations. You may refer to our "For Test Takers" page for helpful information on requesting accommodations, registering for a test and scheduling a test date. 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. 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. Because of these differences, you may not qualify for the same accommodations you received in the past in a different educational setting.
This has not been easy and has taken a while as the Framework itself is a poorly researched and poorly written mishmash of outdated ideas as well as being unintelligible in sections. FYI, work on this further action is well underway! In the meantime, we note that Lucy Johnstone, a consultant clinical psychologist and one of the two lead authors of the framework, tweeted at 5: As you see, Lucy Johnstone declares that all diagnoses lack validity even if people actually find them to be helpful. And she says, psychologists should be honest and tell us that our diagnoses are invalid.
Testing for learning disabilities usually involves three primary types of assessment: Testing of intellectual or cognitive potential; Testing of information processing or sensory motor abilities that are indicative of a learning disability; Assessment of current educational achievement. Most agencies that grant accommodations have a specific policy on the documentation needed to attest to the presence of a learning disability. It is important to check with an agency before requesting accommodations to assure that you have the needed documentation.