1. Using Disability Documentation to Aid Students …and Why you Can Use It!

2. Confidentiality and Family Educational Rights & Privacy Act (FERPA) FERPA gives limited access to student’s educational records when an institutional member has a legitimate educational interest need to know) – Disability records are considered “educational records” because they are not used in connection with treatment; and the records are not disclosed to only those providing treatment NOTE: 504 & ADA do not address educational institutions specifically

3. Under FERPA The “need to know” criteria changes to a “usage” criteria and to questions like: – Does the information have the potential to create a more positive learning environment for the student? – Is there a negative impact to withholding the information that may be detrimental to the student’s academic progress? – What is the likely impact on academic performance if the information is not shared?

4. Why Information is Needed To meet verification requirements – A yes/no question To aid in ensuring success for the student – What is the functional impact of the student’s disability? – How does the student learn? – What are the student’s strengths and weaknesses? – How do the “reasonable accommodations” prescribed by DSS – translate into tutorial and teaching techniques/strategies?

5. Documentation Generally speaking, documentation for learning disabilities, psychological disabilities, and attention deficit- hyperactive disorder follow the same format Sections found in documentation include: – Tests Administered – Referral – Background Information – Behavioral Observations – Test Results & Discussion – Summary of Findings & Recommendations

6. Tests Administered This section contains a list of all assessments completed Clinical Interview Behavioral Observations Conners’ Continuous Performance Test-Second Edition (CPT-II) Nelson-Denny Reading Test, Regular and Extended Time Versions Wechsler Adult Intelligence Scale – III (WAIS-III) Woodcock-Johnson III – Tests of Achievement (WJ-III ACH)

7. Referral This section usually contains information about who referred the individual for assessment and why Miguel is a second-year law student who self-referred to the Student Psychological and Testing Center. He presented with concerns about a slow reading rate that was affecting his ability to keep up with course work and to complete exams within the allotted time.

8. Background Information In the Background Information section, biographical information (including developmental information, medical information, and information about the individual’s family), social information, and educational information is found Miguel stated that he would tend to get into trouble during elementary and middle school because he found it difficult to sit still and was occasionally kicked out of classes for being too “rambunctious”. During high school his difficulties became more apparent and he was tested for ADHD at the age of 15. The results showed significant attention problems; however, his parents did not feel he should take any medication at that time so no further action was taken.

9. Behavioral Observation The core purpose for administering an assessment battery is to observe the examinee processing, making meaning of, storing and retrieving information, and then to demonstrate what was learned. The purpose of the Behavioral Observation section is to clearly and concretely delineate exactly how the individual being evaluated performs each of these steps in the learning process.

10. Behavioral Observation (continued) Ashley arrived early for both of her testing sessions. She seemed very shy throughout the entire assessment. She spoke and answered questions very softly and only initiated a few questions during the assessment. During most of the assessment, Ashley swiveled back and forth in her chair; this repetitive motion seemed to assist in “tunneling” her attention somewhat to the task at hand. However, even with the “swiveling,” she seemed very distractible during certain subtests of the Woodcock-Johnson III: Tests of Achievement (WJ III: ACH) and during the administration of Wechsler Adult Intelligence Scale – IV (WAIS-IV).

11. Behavioral Observation (continued) For instance, during the WJ III: ACH) Calculation and Applied Problems subtests, Ashley turned toward the testing room door behind her each time she heard any sound in the hallway (e.g., doors opening/closing, people walking by, talking). This also occurred during the Arithmetic subtest of the WAIS-IV. In fact, she was so distractible during the Arithmetic subtest that 8 of 15 problems had to be re-read to her before she could begin to attempt working the problems. It should be noted that she was not distracted by the same hallway noises during the WJ III: ACH writing subtests (Spelling, Writing Fluency, Writing Samples).

12. Testing Results with Discussion of Findings The scores and a brief discussion of the findings from the assessments administered will be in this section of the documentation However, most significant are Ashley’s fluency scores. Her fluency scores (Reading Fluency, Math Fluency & Writing Fluency) range from a low of 63 to a high of 75 all of which fall more than a standard deviation below her Verbal Comprehension Index score of 98. In fact, her Academic Fluency (an aggregate of her reading, math and writing fluency) score is almost two standard deviations lower than her Verbal Comprehension Index score and her Math Fluency score is over two standard deviations lower.

13. Summary of Findings and Recommendations This section begins with a brief summary of the assessment results (standardized tests), this is followed by a statement of whether or not the individual has a disability. Finally, accommodation recommendations are made. Blake has a long history of Attention Deficit Disorder. Overall, many of his cognitive abilities are well within the average range, with a few significant strengths and weaknesses. Blake’s performance on the WAIS-IV indicates that he has highly variable abilities in the areas of Processing Speed and Perceptual Reasoning, both areas that are negatively impacted by time constraints.

14. Summary of Findings and Recommendations Overall academically, Blake shows relative strengths in the areas of formulating and writing meaningful sentences (Written Expression, Writing Samples,), decoding and reading comprehension (Letter-Word Identification, Passage Comprehension), and in the automaticity of reading, writing, and math skills (Academic Fluency). Relative weaknesses were noted in attending to directions and sequencing responses (Understanding Directions) and in mathematical computation, Blake reasoning, and abstract reasoning abilities/skills (Applied Problems). Blake has Attention Deficit Hyperactivity Disorder (ADHD)