Frequently Asked Questions 
  
1. Is there a simple test to diagnose ADHD?
2. What is Section 504?
3. I'm an adult.  Doesn't ADD only affect children?
4. My child has been diagnosed with ADHD.  Isn't he automatically qualified for Section 504 services?
5. What is FAPE under IDEA?
6. The school says my child needs Ritalin. Where do I get it?
7. If I request an evaluation does the school have to do it?
8. The school says my child has ADHD. Now what?
9. My child gets all As and Bs in school.  Can she still get accommodations?
10. If my child has an IEP or gets special education, does she have to be in a different classroom?
11. What is the difference between Section 504 and IDEA?
12. What is LRE?
13. My child has ADHD but doesn't qualify for an IEP.  Can he still qualify under Section 504?
14. What is FAPE under 504?
15. Does my child need to be physically disabled to get services?
16. Are Charter Schools required to follow IDEA?
 
  
 1) Is there a simple test to diagnose ADHD?

Unfortunately, there is no simple test (like a blood test or a short written test) to determine whether someone has ADHD. This is true of many medical conditions (for example, there is no "test" for a simple headache, yet anyone who has had a headache knows it's real!).

Accurate diagnosis is made only by a trained clinician after an extensive evaluation. This evaluation should include ruling out other possible causes for the symptoms involved, a thorough physical examination, and a series of interviews with the individual (child or adult) and other key persons in the individual's life (for example, parents, spouse, teachers, and others).

2) What is Section 504?

"Section 504" refers to the section of the Rehabilitation Act of 1973 which guarantees certain rights to individuals with disabilities, including ADHD. This federal law states that no person "... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance" (Sec. 504.(a)).

3) I'm an adult.  Doesn't ADD only affect children?

No. Although it is most often diagnosed in children, ADHD is a lifespan disorder that affects individuals at all ages. Although there are limited data on the prevalence of ADHD in adults, it is currently believed that the condition is found in 2-4% of the adult population.

4) My child has been diagnosed with ADHD.  Isn't he automatically qualified for Section 504 services?

No. Although a formal diagnosis is a good first step, it does not automatically mean your child will qualify for accommodations under Section 504. Eligibility for Section 504 is based on the existence of an identified physical or mental impairment that substantially limits a major life activity. The diagnosis of ADHD is not enough; his ADHD must significantly impact his learning or behavior.

5) What is FAPE under IDEA?

FAPE or Free Appropriate Public Education is the provision of special education and services at public expense in accordance with an IEP designed to help the child receive educational benefit.

6) The school says my child needs Ritalin. Where do I get it?

School personnel do not have the medical training necessary to tell parents to place their children on medication. We believe that it is inappropriate for individual professionals to offer advice outside their field of training, expertise, or licensing. While teachers and other school personnel play a critical role in identifying potential education problems, they are not qualified either to diagnose a medical condition or suggest specific treatments for addressing that medical condition.

In general, only a physician (M.D. or D.O.) who is properly licensed may prescribe medications used to treat ADHD (prescribing privileges are regulated by state law for other professions, including nurse practitioners, physician assistants, and, in one state, Ph.D. psychologists). Because ADHD is a medical condition, it should be diagnosed by a pediatrician, neurologist, psychiatrist, psychologist, clinical social worker, or other properly licensed mental health provider who has experience evaluating and treating individuals with ADHD. Because some symptoms of ADHD may be symptoms of other conditions, it is essential that you consult a trained professional and obtain a thorough evaluation and formal diagnosis for your child before beginning any particular course of treatment.

7) If I request an evaluation does the school have to do it?

No. The school is only obligated to evaluate a child if they feel there is a substantial impact on the child's learning or behavior. If the school chooses not to evaluate, then they must supply a written response explaining why they refused to evaluate.

8) The school says my child has ADHD. Now what?

ADHD is a medical condition and the educational staff of a school are not qualified to diagnose ADHD. If you believe your child may have symptoms of ADHD, then you should consult with your family doctor, your child's pediatrician, or other licensed medical/mental health professional who is trained in the diagnosis and treatment of ADHD.

Teachers and other school personnel can play an important role by evaluating your child's learning ability and determine educational deficits. This information should be part of the comprehensive evaluation done by the medical/mental health professional.

9) My child gets all As and Bs in school.  Can she still get accommodations?

Yes. Academic performance in and of itself is not enough to determine eligibility for services one way or another. According to the U.S. Dept. of Education's Office of Civil Rights, if the protections of §504 are to have any meaning for a qualified handicapped person of superior intelligence, then the student must be entitled to implementation of a Section 504 Accommodation Plan which allows him to achieve educational success reasonably commensurate with his ability, (cf. 27 IDLER 858).

10) If my child has an IEP or gets special education, does she have to be in a different classroom?

No. If your child has an Individualized Education Plan (IEP) or is receiving special education services, it does NOT automatically mean she will be placed in a special education classroom. IDEA has a Least Restrictive Environment (LRE) clause, which states that children should be educated in the least restrictive environment that is still sufficient to meet their academic needs. Therefore if your child can learn in a regular education classroom then that is where the law says she should be placed.

11) What is the difference between Section 504 and IDEA?

Section 504 and IDEA have many differences, perhaps the most significant lies in that Section 504 is designed to level the playing field, primarily by eliminating barriers that exclude individuals with disabilities where as IDEA is an education benefit law, often offering additional services and protections for those with disabilities that are not offered to those without disabilities.

Another important distinction is eligibility requirements and educational benefit. The definition of a disability is much broader under Section 504 than it is under IDEA. All IDEA students are covered by Section 504, where as not all Section 504 students are protected under IDEA. Section 504 covers all IDEA students, but IDEA does NOT cover all Section 504 students. An IEP must be tailored to the child’s unique needs and result in educational benefit. Whereas Section 504 provides accommodations based on the child’s disability and resulting weaknesses, but does not guarantee academic improvement.

Additionally, fewer procedural safeguards are offered to children and parents under Section 504 than under IDEA.

12) What is LRE?

LRE, or Least Restrictive Environment, is a term used to mandate that students with disabilities are placed in special classes, separate schools or positions other than regular education classrooms only when the nature or severity of the disability is such that even with aids and services education can not be achieved. The placement must also allow the disabled student to be with non-disabled peers to the greatest extent possible.

13) My child has ADHD but doesn't qualify for an IEP.  Can he still qualify under Section 504?

Maybe. A child who was denied coverage under IDEA may qualify for coverage under Section 504. The key is whether or not the student's AD/HD substantially impacts a major life activity.

14) What is FAPE under 504?

FAPE, the acronym for Free Appropriate Public Education, is the provision of regular or special education or aids and services designed to meet the educational needs of individuals with disabilities to the same extent that needs of non-disabled individuals are met.

15) Does my child need to be physically disabled to get services?

No. Children with mental disabilities or impairments may be eligible for services under both the Individuals with Disabilities Education Act (IDEA) or Section 504.

16) Are Charter Schools required to follow IDEA?

Yes, federal law requires any school receiving public dollars to provide students with disabilities educational choices comparable to those offered to non-disabled students. Charter schools can not discriminate against students with disabilities.

If you would like to set up an appointment, please fill out our appointment request form and you will be contacted shortly, or call our office at 713-523-0058.
 

About ADD/ADHD 
  
 CHARACTERISTICS OF ADULTS WITH ATTENTION PROBLEMS
HOW COMMON ARE ATTENTION PROBLEMS AMONG ADULTS?
WHAT CAUSES ADHD?
HOW IS ADHD IN ADULTS DIAGNOSED?
CHARACTERISTICS OF ADULTS WITH ATTENTION PROBLEMS:
Although ADHD in children has been recognized and treated for nearly a century, only within the last few decades has research unequivocally demonstrated that up to 70% of children with attention problems continue to experience similar difficulties as adults. In many cases, core symptoms of inattention, restlessness, and/or impulsivity lead parents or teachers of affected individuals to seek professional help during childhood. However, in many other cases, the symptoms of the disorder are not recognized until early or middle adulthood, prompting clinical referral at that time. In either case, attention problems likely generate a chronic pattern of impairment across multiple settings.

In addition, ADHD in adults is often obscured by concurrent memory problems, anxiety and/or depression, difficulties in relationships, lack of advancement in one's career, an unstable job history, substance abuse problems, and for some, a general pattern of impulsive, or "manic," behavior. Furthermore, many adults with attention problems reportedly experience low self-esteem arising from a long history of perceived failures and inadequacies. Other difficulties often reported by adults with attention problems include:

Poor self-discipline
 Inner restlessness
 
Difficulty controlling emotions
 Much difficulty getting things done
 
Difficulty becoming alert in the morning
 Inconsistent performance over time
 
Low motivation or energy
 A tendency to misjudge time
 
Poor time management
 Mood swings
 

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HOW COMMON ARE ATTENTION PROBLEMS AMONG ADULTS?
Research indicates that 10 to 15 percent of adults may experience attention problems at some point in their lives, and that approximately 2 to 4 percent of adults meet criteria for ADHD. Although 3 times as many boys meet criteria for ADHD as girls in childhood, among adults, many more women are recognized as having the disorder, reducing the gender ratio to 2 men for every 1 - 2 women who meet ADHD criteria.

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WHAT CAUSES ADHD?
Although the precise causes of ADHD have not yet been identified, there is little doubt that heredity is the greatest risk factor for the disorder. Other risk factors include head injury, premature birth, low birth weight, and prenatal exposure to smoking or alcohol. No research supports the notion that ADHD rises from too much television, family chaos, sugar intake, or food additives.

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HOW IS ADHD IN ADULTS DIAGNOSED?
Since the symptoms of ADHD are common to many other medical conditions and psychiatric disorders, as well as certain environmental stressors, adults should never self-diagnosis ADHD, but rather, should seek a comprehensive evaluation from qualified professionals. A team of clinicians with expertise in ADHD and related conditions should make a comprehensive evaluation. This team should include a clinical psychologist and a psychiatrist and/or a behavioral neurologist. The evaluation should include a detailed clinical interview covering past and present ADHD symptoms, as well as one's developmental history, school history, work history, and personal and family psychiatric history. Importantly, this interview should not be a brief, surface-level exam, but rather should involve one to two hours with a clinician at a minimum. In addition, the evaluation should gather information from several informants (e.g., spouse, significant other, and/or parents if possible) and should evaluate behavior in multiple settings (e.g., work, home, school). Furthermore, it is important for clinicians to use neuropsychological and personality testing, as well as the clinical interview, to clarify whether other psychiatric diagnoses are appropriate that may help account for the symptoms the patient is reporting (e.g., anxiety, depression, memory problems, and/or learning disorders).
This comprehensive evaluation is needed for several reasons:

To establish an accurate diagnosis
To avoid over diagnosis and the risk/expense of unnecessary treatment
To evaluate possible coexisting learning or cognitive problems
To rule out medical explanations for the patient's symptoms
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If you would like to set up an appointment, please fill out our appointment request form and you will be contacted shortly, or call our office at 713-523-0058.
 

Adult Self-Report Scale-V1.1 (ASRS-V1.1) Screener
from WHO Composite International Diagnostic Interview World Health Organization 
  
 Check the box that best describes how you have felt and conducted yourself over the past 6 months.
 
     
1. How often do you have trouble wrapping up the final details of a project, once the challenging parts have been done?     
2. How often do you have difficulty getting things in order when you have to do a task that requires organization?     
3. How often do you have problems remembering appointments or obligations?     
4. When you have a task that requires a lot of thought, how often do you avoid or delay getting started?     
5. How often do you fidget or squirm with your hands or feet when you have to sit down for a long time?     
6. How often do you feel overly active and compelled to do things, like you were driven by motor?     

Add the number of check marks that appear in the darkly shaded area. Four or more check marks indicate that your symptoms may be consistent with Adult ADHD. It may be beneficial for you to talk with our doctor about an evaluation.