Oakland University Counseling Center

Graham Health Center, East Wing
408 Meadow Brook Road
Rochester, MI 48309-4452
(location map)
(248) 370-3465

Hours:
Monday - Friday: 8 a.m. - 5 p.m.
Wednesdays with extended hours 8 a.m. - 6:30 p.m.

Diagnostic Psycho-educational Testing

Diagnostic and Psychoeducational Testing is designed to answer questions regarding problems a client may have in academic achievement and progress, proper educational placement, and emotional and behavioral functioning. The assessment includes in depth interviews and the administration of psychological, cognitive and psychoeducational tests. Results and recommendations are presented in an interpretive interview and a written report.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is a neurobiological disorder which is characterized by:

Inattention
- Difficulty focusing, getting started or activated
- Difficulty remaining on task
- Problems with shifting to another task, prioritizing
- Frequently misplacing things
- Difficulty in organizing
Impulsivity
- Difficulty in planning and following through
- Difficulty in inhibiting behavior and waiting
- Impatience
Hyperactivity
- Restlessness (motor and/or mental)
- Excessive talkativeness

If you are struggling with some of these symptoms a diagnostic evaluation may be helpful to determine whether your problems are due to ADHD. Identifying the source of the problem is the first step to a solution. The evaluation process starts with a meeting with a counselor for an interview. The second step is taking a variety of tests. The third step is a feedback session in which the counselor shares the results and recommendations. Finally, a written report summarizing the entire process is given to the client.

Emotional and Behavioral Problems

An assessment utilizing a variety of tests may be helpful in determining the source of the client's difficulties and aid in the formulation of helpful recommendations and referrals. Depression, anxiety and psychological conflicts may contribute to difficulties experienced in school, with peers and family. The first step in the evaluation process is a meeting with a counselor for an interview. The second step is taking a battery of tests. The third step is a feedback session in which the counselor shares the results and recommendations. Finally, a written report summarizing the entire process is given to the client.

Learning Disabilities

Learning Disabilities are obstacles to learning in a conventional way. They are neurological in origin and affect the way an individual takes in and processes information. They typically occur in individuals with at least average intelligence and manifest themselves as a unique pattern of weaknesses in one or more of the basic psychological processes involved in learning. Individuals with learning disabilities may have difficulties in some but not all the following areas:

Reading
- Confusion of similar words
- Applying phonic rules and generalizations
- Slow rate
- Difficulty with comprehension and retention of material
Writing
- Poor grammar, poor spelling, letter reversals
- Difficulty with sentence structure and organization
- Difficulty forming letters, spacing, and using correct punctuation
Oral Language
- Difficulty attending to spoken language as in lectures
- Problem describing events in order
- Difficulty in putting ideas and thoughts into words
Math
- Difficulty in acquiring basic facts such as multiplication tables
- Reversing numbers and confusing operational symbols
- Difficulty in understanding word problems
- Problems with manipulating symbols and grasping abstract concepts
Study Skills
- Problems in following directions
- Difficulty in organization, time management and completing assignments

If you are experiencing a number of these difficulties, psychoeducational testing may be useful in identifying problems and lead you toward obtaining appropriate help. The evaluation process begins with an initial interview to determine whether testing may be useful. Then, a variety of tests are administered. Following the testing, the counselor meets with the client to go over the results and offer recommendations. The client then obtains a written report summarizing the assessment.