Psychiatric Disabilities

A Qualified Professional Must Conduct the Evaluation

• Name, title, professional credentials, licensure/certification information, and location of practice must be included on any reports submitted.
• Evaluators must have training in, and experience with, the differential diagnosis of psychiatric disorders in adolescents and/or adults.
• Appropriate professionals may include clinical psychologists, neuropsychologists, psychiatrists or other specifically trained medical doctors, clinical social workers, licensed mental health counselors, and psychiatric nurse practitioners.
• Evaluations performed by members of the student’s family are not acceptable.
• All reports must be signed by the evaluator, and should include a completed Upstate Medical University form (if feasible), as well as any additional information typed on letterhead.  Note:  Evaluator must also number and initial each page of the evaluation.

Documentation Must Be Current

• Initial documentation should, in general, be based on evaluations performed within six months.
• If a report is older than six months, and the student has remained in clinical contact with his or her evaluator, that professional may supplement the original report with a letter (on letterhead) describing any and all changes since the previous report. [The supplement would be in lieu of another complete report.]
• The timing of follow-up, supplemental documentation is typically based on the professional's recommendation, and is usually required every 3, 6, or 12 months.
• All documentation (including any supplements), should describe the current impact of the diagnosed condition(s).
• All documentation should describe any currently mitigating factors, such as medication or other treatment.
• All documentation should make recommendations currently appropriate to a medical school environment.

Documentation Must Be Comprehensive

• Reports should include a brief history of the student’s psychiatric problems, and must include any prior behavior that was violent or destructive.
• A specific diagnosis, or more than one, must be included.
• Reports must indicate that DSM-IV criteria have been met for each condition.
• Other potential diagnoses must be ruled out in the report.
• Documentation must indicate whether or not the evaluator believes the diagnosed condition(s) rise(s) to the level of a disability as defined by Section 504 and the ADA (substantially limiting a major life activity).
• There must be a clear indication of the individual student’s functional limitations, in a medical school environment and across other domains.
• Documentation should include recommendations for accommodations that are directly related to the functional limitations.
• If no prior accommodations have been provided, the qualified professional expert should include a detailed explanation as to why no accommodations were given in the past and why accommodations are needed now.
• A rationale, explaining why each recommendation for accommodation is appropriate, should be given.
• A statement regarding potential for harm to self or others must be included.
• A clinical summary is helpful.

Adapted from: Learning and Disability Services, Dartmouth Medical School