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Queen's University
 

Regional Assessment and Resource Centre

Survey Results

Correct responses and percentage of Ontario Clinicians who correctly answered each survey item
Question
#		 Item Correct
Response		 % Correct
11 It is appropriate to make the diagnosis of ADHD based largely or solely on a pattern of scores from psychological testing. F 98.2
21 The purpose of the Ontario Human Rights Code is to outlaw discrimination against individuals with disabilities, not to optimize their academic performance. T 98.2
12 Diagnosis of ADHD may be made mainly from self-reported symptoms on a survey like the Brown Attention Deficit Disorders Scale. F 92.9
5 A student identified prior to college/university under special education laws (such as Bill 82) would automatically qualify for accommodations at college/university. F 89.1
25 To assign a diagnosis of ADHD-Primarily Inattentive Type, the clinician must firmly rule out other psychiatric and learning disorders that may better account for symptoms. T 89.1
4 Testing organizations (e.g. ETS, MCAT) have the right to request complete documentation (including report cards, transcripts, testing data, and a rationale for the diagnosis) in support of an accommodations request. T 88.7
26 If an individual is diagnosed with LD or ADHD, the institution must provide any and all accommodations that the applicant believes will be beneficial. F 87.3
29 Data from self-report checklists documenting significantly above average symptoms of ADHD is sufficient to demonstrate impaired functioning in two or more major life areas. F 87.3
19 Most post-secondary documentation guidelines require that evaluations be conducted within three to five years of the accommodations request. T 85.7
28 Self-reports of early academic struggles or current problems are insufficient bases for documenting impairment. T 85.5
30 To assist a student in obtaining test accommodations it is appropriate to make a diagnosis of LD or ADHD even if clinical data do not completely meet agreed upon diagnostic criteria such as those in the DSM-IV. F 85.5
16 Relative discrepancies between cognitive abilities and academic achievement are not a sufficient basis for making a diagnosis of adult LD. T 85.2
15 If someone is highly intelligent, it is likely that his or her ADHD symptoms will not appear until college/university or graduate school. F 78.2
17 A diagnosis of LD may be made on the basis of one or two outlier scores that are significantly discrepant from the overall pattern of performance. F 76.4
23 Well-controlled research has demonstrated conclusively that extra time on an examination helps individuals with ADHD more than it does non-ADHD individuals. F 74.5
7 Under the OHRC, an individual with a measured Full Scale IQ of 135 and a reading standard score of 110 could, because of the discrepancy in scores, qualify for accommodations as Reading Disabled. F 72.3
27 Evidence that an individual reads slowly is sufficient to justify an accommodation of extra time. F 71.7
22 Clinicians providing documentation are required to demonstrate how each proposed accommodation alleviates the impact of the disability. T 71.4
24 An individual can be considered disabled even if performance on timed, multiple choice exams is their only area of weak functioning. F 69.6
14 To be considered disabled at the post-secondary level, an individual has to show impairment when compared to an average person in the population. T 63.6
18 An adult can be classified as ADHD even if he had no significant childhood impairment, never required accommodations prior to graduate school, and had no history of brain injury. F 62.5
8 In Ontario, test anxiety is not a legitimate basis for declaring an individual as disabled. T 59.3
6 If an individual has been assigned a clinical diagnosis of ADHD or LD, he or she automatically qualifies as disabled under the Ontario Human Rights Code (OHRC). F 58.5
2 Disability legislation such as the Ontario Human Rights Code was intended to help individuals with disabilities improve their academic success and testing performance. F 54.5
20 The purpose of a clinical evaluation for patients seeking accommodations is to help secure those accommodations. F 54.5
13 Individuals who have graduated from college/university without any prior diagnoses or formal accommodations might still meet professional criteria for LD or ADHD because of the increased level of difficulty present in graduate school. F 33.9
1 Provincial legislation such as Bill 82 requires post-secondary institutions to accommodate students diagnosed with disabilities. F 29.1
10 To demonstrate the need for accommodations, clinicians should determine impairment by comparing a patient’s test scores with norms for students at similar educational levels. F 29.1
3 Studies show that clinicians are not able to reliably determine if a student is answering honestly and investing good effort in testing without the aid of specific effort tests. T 28.3
9 The purpose of accommodations is to allow a disabled individual to perform at his or her best. F 12.7

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Funding for RARC has been generously provided by the Ministry of Training, Colleges and Universities.

Mackintosh-Corry Hall, B100
68 University Avenue
Queen's University
Kingston, ON K7L 3N6

Phone: (613) 533-6311
Fax: (613) 533-6564