Documentation: Use the Medical or Psychiatric Disability Verification form or include all information requested on form in the documentation you submit. This form requires a specific diagnosis based on the DSM-5 or ICD-10 diagnostic criteria. To arrive at this diagnosis, the evaluator must also investigate and rule out the possibility of other potential diagnoses involving neurological and/or medical conditions or substance abuse. The report must clearly define the functional limitations and impact of the condition in the academic setting.
If requesting academic accommodations based on a psychiatric disorder, the documentation requirements are as follows:
Documentation: A comprehensive evaluation is required, including a diagnostic interview, assessment of aptitude using an adult-normed test, and measurement of academic achievement and information processing. The evaluation must provide clear and specific evidence that a psychiatric condition does or does not exist and must be substantiated by an array of tests. Documentation must include a description of the current functional limitations of the disability in an academic setting. Each accommodation recommended by the evaluator must be supported by a clear explanation of how such an accommodation will effectively compensate for specific deficits resulting from the disability.
Testing/Rating Scales: At least one test in each of the following categories must be included in the battery. The Wechsler Adult Intelligence Scale is REQUIRED and the Woodcock-Johnson – Test of Achievement is the PREFERRED Academic Achievement test. The battery should not be limited to these two tests, but should include all tests necessary to clearly define the disability. All test scores and percentiles should be provided for all normed measures together with a narrative interpretation of these results.
Wechsler Adult Intelligence Scale (WAIS)
Woodcock-Johnson– Tests of Cognitive Ability
Woodcock-Johnson – Tests of Achievement
Wechsler Individual Achievement Test (WIAT)
Scholastic Abilities Test for Adults (SATA)
Stanford Test of Academic Skills (TASK)
Wide Range of Achievement Test (WRAT)
And specific tests as needed such as:
Gray Oral Reading Test (GORT)
Nelson-Denny Reading Test
Test of Written Language – 3 (TOWL-3)
Test of Word Reading Efficiency (TOWRE)
Wechsler Memory Scale (WMS)
Detroit Tests of Learning Aptitude—3 (DTLA-3) or Detroit Tests of Learning Aptitude—Adult (DTLA-A) I
nformation from subtests on WAIS or Woodcock-Johnson Psychoeducational Battery—Revised: Tests of Cognitive Ability
Other relevant instruments may be useful when interpreted within the context of other diagnostic information.
Minnesota Multiphasic Personality Inventory
Millon Clinical Multiaxial Personality Inventory-II
Rorschach Inkblot Test
Thematic Apperception Test (TAT)
Rating Scales - Self-rated or interviewer-rated scales for categorizing and quantifying the nature of the impairment may be useful in conjunction with other requested data.
Selected examples include:
Yale-Brown Obsessive Compulsive Scale
Beck Depression Inventory
Beck Anxiety Inventory
Hamilton’s Depression Rating Scale
Zung Depression Rating Scale
Taylor Manifest Anxiety Scale
Currency of Documentation: Verification Form - Due to the changing nature of psychiatric disabilities, it is essential that a student provide recent and appropriate documentation from a qualified evaluator. The Verification Form should be no more than 6 months old and demonstrate the need for the requested accommodations.
Comprehensive Educational Evaluation - A student must have documented adult-normed testing that dates within three years prior to registration with SAS. If the submitted documentation is not complete or is inadequate, the student will be required to update the evaluation report.
Evaluation of Documentation: SAS independently analyzes the data gathered by the psycho-educational testing to determine necessary accommodations. Recommendations made by the evaluator will be seriously considered but are not binding on SAS.
Qualified Professional: The evaluator conducting the assessment must have comprehensive training and relevant experience with adolescents and adults. These trained professionals may include a licensed clinical psychologist, psychiatrist, psychiatric advanced practice registered nurse (APRN), or licensed clinical social worker with training and experience in the assessment of adolescents with disabilities. The diagnosing professional must have expertise in the differential diagnosis of the documented psychological disorder or condition and follow established practices in the field. The name and contact information as well as credentials and areas of specialization of the evaluator must be clearly stated.