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Clinical, Ethical, and Forensic Implications of a Flexible Threshold for LD and ADHD in Postsecondary Settings

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Abstract

Specific learning disabilities (SLD) and attention deficit hyperactivity disorder (ADHD) are lifelong neurologically based disorders diagnosed using objective and specific criteria. Evaluation of current practices indicates that many clinicians employ flexible thresholds for making these diagnoses, at least when evaluating young adults. Given that academic accommodations can provide significant competitive advantages and that students with these diagnoses may qualify for substantial government-funded subsidies and benefits, issues of fairness arise if the objective and research-informed criteria for making these diagnoses are not upheld. This paper investigates the extent to which flexible thresholds are being employed in these diagnoses and the clinical, ethical, and forensic implications that result if clinical standards are not upheld. Recommendations for improved training of professional are provided.

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Acknowledgements

I gratefully acknowledge Dr. Irene Armstrong for her assistance with the editing of this article. Completion of this article was possible through the generous funding of the Ministry of Advanced Education and Skills Development of Ontario. The opinions as expressed in this paper are those of the author and do not necessarily reflect those of the funder.

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  1. Regional Assessment & Resource Centre, Queen’s University, Kingston, ON, K7L 3N6, Canada

    Allyson G. Harrison

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Harrison, A.G. Clinical, Ethical, and Forensic Implications of a Flexible Threshold for LD and ADHD in Postsecondary Settings. Psychol. Inj. and Law 10, 138–150 (2017). https://doi.org/10.1007/s12207-017-9291-9

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