Counseling Center

Frequently Asked Questions About LD/ADHD Assessment
at SIUC’s Counseling Center

Is there a difference between testing and assessment?
Is there a difference between a learning disorder and a learning disability?
How much does an evaluation cost at SIUC’s Counseling Center?
How long will it take before I can be tested?
What documentation do I need as part of my evaluation, and why?
What if I miss an appointment?
How long will it take to complete my assessment?
What if I can’t wait to be tested or to have my assessment completed?
Who will have access to my assessment results?
What do I do after my assessment is complete?

Is there a difference between testing and assessment?

Testing and Assessment: Testing and assessment are different, but related. The term “assessment” refers to the entire evaluation process that begins at the point a student first contacts the Counseling Center. It is a process that includes the goals of: (a) clarifying the problem(s) that have motivated the student to seek assistance; (b) systematically gathering relevant data to better understand the problem(s); (c) integrating/synthesizing this data into an accurate, unified clinical picture; (d) describing this clinical picture in a coherent, utilitarian written report; (e) discussing this clinical picture with the student; and (f) providing appropriate recommendations and/or referral information. “Testing,” on the other hand, refers to the specific tool(s) used to gather some of the information described (specifically in section b) above. For example, if someone fell, hurt their arm, and sought treatment from a doctor, the doctor would conduct an examination which would likely involve asking the individual numerous questions about their specific injury, gathering some information about their health history, performing a direct physical examination of the person’s arm, and probably taking some kind of an X-ray of the injured area. The entire process the doctor used in the example above could be described as an “assessment,” with the X-ray comprising the “testing” aspect of it.

Also, it is important to be aware that there are numerous kinds of assessments routinely performed by psychologists (i.e., psychological; forensic; neuropsychological; etc.). The assessments conducted at the Counseling Center are called psychoeducational assessments. These assessments are largely neuropsychological in nature, meaning that they examine various aspects of brain (i.e., cognitive) functioning. These assessments also focus on academic achievement in addition to the underlying cognitive abilities and psychological processes that impact an individual’s performance on common academic tasks (e.g., reading; math; etc.).

Is there a difference between a learning disorder and a learning disability?

Disorder vs. Disability: On the surface, this seems like a straightforward question. However, the question is actually a launch point into debates that have been going on for decades, involving parents, clinicians from different professions, administrators, lawyers, politicians, etc. Although the terms “disorder” and “disability” (as well as numerous other terms) are often used interchangeably, they carry different meanings each with its own important implications.

A “disorder” is a diagnostic label whose criteria is most commonly specified in either the Diagnostic and Statistical Manual of Mental Disorders, 4th Ed., Text Revised (i.e., DSM-IV-TR) or the tenth revision of the International Statistical Classification of Diseases and Related Health Problems (i.e., ICD-10). Although these diagnostic labels can serve many purposes, they are often used by various health care professionals (e.g., physicians; psychiatrists; psychologists; etc.) to: (a) describe categories, clusters, or constellations of symptoms; (b) communicate with other health care professionals; and/or (c) guide treatment decisions and recommendations. They typically involve behavior or experience that is significantly outside the statistical norm, and is directly related to significant distress and/or impairment in some aspect of an individual’s functioning.

In contrast, “disability” is a legal term that has been defined in different ways at different times by different laws. The definitions that most often affect individuals with learning problems are included in the Individuals with Disabilities Education Act (IDEA, 2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (ADA, 1990). IDEA affects children and adolescents in primary and secondary school, whereas Section 504 and ADA affect adults. Unlike the diagnostic use of “disorders,” these specific laws were created to protect individuals with “disabilities” against discrimination, and to protect these individuals’ civil rights.

If, after reading this, you feel even more confused than when you started, you are not alone. The ambiguities and inconsistencies surrounding the definitions of these terms has been a historical problem that will probably continue to be debated for years to come. Despite this, it is important for individuals who are experiencing difficulties to consult with a qualified professional in order to begin the process of clarifying the problem and getting help. If this involves a diagnosis of a “disorder” that falls under the protection of “disability” law, then it will also be important to learn more about the appropriate law so that an individual can be an effective self-advocate.

How much does an evaluation cost at SIUC’s CounselingCenter?

Cost: As of July 1, 2005, the cost of LD/ADHD evaluation at SIUC’s Counseling Center was increased to a flat fee of $150.00 (which does not include the $6.00 fee for intake appointments). Please note that this fee can only be paid with cash, or by having the amount charged to your bursar bill. Currently, these are the only methods of payment available for Counseling Center services.

How long will it take before I can be tested?

Wait Time for Testing: The demand for LD/ADHD evaluation is very high, and we have a limited number of clinicians providing this service. Although every effort is made to schedule your testing in a timely fashion, you may experience significant wait time before you can be tested at the Counseling Center. The more availability and flexibility you have in your schedule, the more quickly we will be able to schedule your testing. Please keep this in mind when you provide us with your schedule of availability.

Also, we must have current contact information in order to schedule you. If your phone number or address changes, please notify us immediately. Further, please reply promptly when you are contacted about scheduling your testing. The longer you take to get back to us, the longer your wait to complete your testing. This can also impact others and increase the amount of time they will spend on the wait list. If you do not respond promptly to our attempts to schedule you (i.e., within 24 hours), you can expect to be put back on the wait list, or your file may be closed.

Finally, because learning disorders and ADHD are neurological and innate in nature, they often affect an individual’s academic performance across the lifespan. Because of this, each student seeking assessment services at SIUC’s Counseling Center is required to submit copies of his or her academic records, including: elementary school grades, middle school grades, high school transcripts (including standardized test scores, such as the ACT and ISAT), and transcripts of any/all previous college/university work. It is important to note that these documents are crucial in the assessment process, and that students will not be assigned for testing until these documents have been received by the Counseling Center. Also, although the Counseling Center staff will gladly work with students to help facilitate the process of obtaining these records, the submission of these records remains the responsibility of each student seeking assessment services. Oftentimes these records have been saved by parents and can be copied for submission; other times, students need to contact their former schools directly to get more information about each school’s respective process for releasing records. Although there are some commonalties, each school establishes its own procedures and requirements for the release of records.

What documentation do I need as part of my evaluation, and why?

Documentation: There are numerous reasons that an individual might struggle with the academic demands of a college or university: Insufficient prerequisite learning, ineffective study skills, psychological or emotional difficulties, insufficient time spent doing homework, and even inadequate sleep can interfere with successful learning and result in lower grades. Whereas each of these areas can be improved with direct intervention, neither learning disorders nor ADHD can be “fixed.” This is because learning disorders and ADHD are neurological in nature, meaning that they are the result of various anomalies in the structure and/or function of different parts of the brain. These anomalies are present from the time a person is born and often affect an individual’s academic performance across his or her lifespan, particularly during the early elementary school years. An individual’s academic records (particularly those from childhood) are an important part of the assessment process for adults because they help clinician’s distinguish between academic difficulties that are the result of differences in brain structure, chemistry, and/or function, from those academic difficulties that result from other factors (e.g., ineffective study skills, inadequate prerequisite learning, etc.). In addition, evidence of symptoms during childhood is necessary for several diagnosable disorders.

Because of this, each student seeking assessment services at SIUC’s Counseling Center is required to submit copies of his or her academic records. These records include: elementary school grades, middle school grades, high school transcripts (including standardized test scores, such as the ACT and ISAT), transcripts of any/all previous college/university work; previous LD/ADHD evaluations; relevant medical records; Individualized Education Plans (i.e., IEPs); etc.

It is important to note that these documents are crucial in the assessment process, and that students will not be assigned for testing until these documents have been received by the Counseling Center. Also, although the Counseling Center staff will gladly work with students to help facilitate the process of obtaining these records, the submission of these records remains the responsibility of each student seeking assessment services. Oftentimes these records have been saved by parents and can be copied for submission; other times, students need to contact their former schools directly to get more information about each school’s respective process for releasing records. Although there are some commonalties, each school establishes its own procedures and requirements for the release of records.

What if I miss an appointment?

Cancellations/No-Shows: Because of the high demand for LD/ADHD assessment services, it is absolutely essential that all scheduled appointments be kept. We ask that no student schedule an appointment unless he or she is 100% certain he or she will be able to keep it. Of course, if someone is sick, they can call to cancel. However, the Counseling Center has a limited number of testing slots and needs to fill them promptly so that students do not wait more than is absolutely necessary. If any student no-shows for any scheduled appointment, his or her assessment file will be closed in accordance with the Counseling Center’s attendance policy. Further, if any student cancels two consecutive appointments, his or her assessment file will likewise be closed in accordance with the Counseling Center’s attendance policy.

Should a student’s assessment file be closed in accordance with the Counseling Center’s attendance policy, this will not affect that student’s involvement in or access to any of the other services provided by the Counseling Center (e.g., counseling). Also, should a student wish to reactivate his/her closed assessment file, it will be his/her responsibility to contact the Counseling Center and formally request that this file be reactivated. Depending upon the amount of time between the closing and reopening of the file, additional procedures (e.g., additional paperwork; a new intake interview; etc.) may be necessary before testing can be resumed. Further, due to the construction of certain tests, it may not be possible to resume testing for up to one calendar year from the last date of testing. These decisions are made by the Assessment Coordinator on a case-by-case basis. Finally, should a student request reactivation of his/her closed assessment file, this student will be placed at the bottom of the wait list for assessment services, which could result in a significant amount of waiting time before an assignment to a counselor can be made. For all of these reasons, it is essential that all scheduled appointments be kept.

How long will it take to complete my assessment?

Timeline for the Assessment Process: The actual amount of testing time varies with each student’s needs. You can expect, however, for your total testing time to take a minimum of four hours, and, possibly, as many as fifteen hours. In addition, given clinicians’ availability, testing may need to be completed on several different days. Regardless of the amount of time it takes to complete your testing, the counselor will need additional time after testing is complete and all assessment information has been obtained to score and interpret the tests, and to write a comprehensive report detailing the results. This report will explain any/all diagnoses as well as any/all appropriate recommendations, and is a crucial part of the assessment process. For students with LD and/or ADHD diagnoses, this report is an essential step in gaining access to appropriate accommodations in accordance with federal disability law. These accommodations apply to institutions such as SIUC, and can also be relevant in the workplace (i.e., after graduation). Recognizing the far-reaching impact of these reports, the assessment staff at SIUC’s Counseling Center is invested in taking the time necessary to ensure that every psychoeducational report we generate is well written, and that the information presented in every report is both comprehensive and accurate. The drawback to this is that it does take time. Typically, completion of these reports takes a minimum of five weeks once all of the assessment information has been obtained.

What if I can’t wait to be tested or to have my assessment completed?

I Can’t Wait: If there are extenuating circumstances that require your evaluation to be completed more quickly than the Counseling Center can accommodate, it may be to your advantage to pursue services from a private practitioner. A list of referral sources in the Carbondale area is available by request. Although different practitioners charge for assessment services using different cost structures, assessments from private practitioners are typically very expensive and are often not covered by insurance. These details should be discussed with each private practitioner before engaging in services. Also, the Counseling Center can not guarantee that any private practitioner will be able to complete your evaluation within any given timeframe. This should also be discussed with each private practitioner before engaging in services.

Who will have access to my assessment results?

Confidentiality: In accordance with the ethical guidelines of the American Psychological Association and the relevant laws in the state of Illinois, each student’s assessment records are kept confidential. This means that the counseling center will not release any information to persons or agencies outside of the Counseling Center (i.e., the Office of Disability Support Services [DSS]; the staff of SIUC's Student Health Center; students' parents; etc.) regarding the fact that a student is receiving assessment services (including any/all information from a student’s assessment file) without first receiving written permission to do so from that student. Although there are a number of specific exceptions to this (e.g., concerns about safety; court mandated release of records; etc.), these exceptions involve situations that are extreme in nature and quite rare in frequency.

What do I do after my assessment is complete?

After Assessment is Completed: Every psychoeducational report completed by the Counseling Center includes a section of specific recommendations that are individualized in accordance with each student’s assessment results, and intended to facilitate each respective student’s personal growth and educational experience at SIUC. These recommendations are discussed with each student during his/her feedback session, including the respective processes involved in pursuing the various recommendations.

For those reports including either an LD or ADHD diagnosis, students are frequently referred to SIUC’s Office of Disability Support Services (DSS) to arrange for appropriate accommodations in accordance with federal law. For those reports including an ADHD diagnosis, students are also typically referred to their primary care physician or the university’s psychiatrist to consult about the various medications commonly used to treat ADHD symptoms.

It is important to note that, regardless of the diagnostic picture and recommendations, it is entirely up to each student whether or not they wish to pursue any of the recommendations included in his/her report. Some students may choose to pursue some of the recommendations, and not others; other students may opt to pursue every recommendation that is made. This is the individual choice of each student, and the Counseling Center will respect each student’s choice. As mentioned above in the section discussing confidentiality, no student’s assessment report will be released without the written permission of the student. This means that, no student’s report will be automatically submitted to DSS or any of the staff at SIUC’s Student Health Programs. Each student will receive his/her psychoeducational report during their feedback session, and may choose to copy and submit this report to whomever he/she desires. It is important to also be aware that DSS may require a copy of this report before providing any accommodations, and that a medical doctor may also require a copy of this report before providing any prescription medication(s). Whether or not to provide any copies of a report remains, however, each student’s individual choice.

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