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

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.