Assessing and Overcoming the Functional Impact of ADHD in College Students: Evidence-Based Disability Determination and Accommodation Decision-Making

Autor/inn/en	Weis, Robert; Till, Christina H.; Erickson, Celeste P.
Titel	Assessing and Overcoming the Functional Impact of ADHD in College Students: Evidence-Based Disability Determination and Accommodation Decision-Making
Quelle	In: Journal of Postsecondary Education and Disability, 32 (2019) 3, S.279-295 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Attention Deficit Hyperactivity Disorder; College Students; Symptoms (Individual Disorders); Identification; Severity (of Disability); Barriers; Disabilities; Psychological Evaluation; Reports; Academic Accommodations (Disabilities); Self Evaluation (Individuals); Student Attitudes; Student Records; Medical Evaluation; Evidence Based Practice; Rating Scales; Student Evaluation; Student Adjustment; Decision Making + Suchen Sie Ihr Suchwort? Collegestudent; Psychiatrische Symptomatik; Identifikation; Identifizierung; Schweregrad; Handicap; Behinderung; Psychosoziale Beurteilung; Abschlussbericht; Berichten; Schülerverhalten; Schülerakte; Rating-Skala; Schulnote; Studentische Bewertung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Decision-making; Entscheidungsfindung
Abstract	Information about academic, social, and occupational functioning is essential to accommodation decision-making, planning, and monitoring. However, many clinicians who assess college students for ADHD focus chiefly on symptom number or severity rather than on the barriers experienced by students in their everyday life activities. The psychological reports and supporting documentation submitted by clinicians to a college disability office were examined for evidence of functional limitations. All students described in the reports were diagnosed with ADHD and were receiving accommodations for that condition. Only 32% of clinicians provided any description of current limitations and only 42% provided any evidence of previous limitations or history of accommodations. Evidence came largely from student self-reports rather than from the reports of others, medical documentation, or educational records. These findings indicate that the data clinicians provide may be less useful to disability professionals who must select, implement, and monitor the effects of accommodations in an evidence-based manner. Several practical recommendations are offered to clinicians and disability professionals, such as the use of adaptive functioning rating scales, which can facilitate the assessment of functional limitations and the provision of effective accommodations to students with ADHD. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01