Trauma occurs when there is an overwhelming event or events that render the individual helpless, powerless, or creates a threat of harm or loss to the individual or to someone critically important to the individual. Examples include physical, sexual, or emotional abuse, chronic neglect, exposure to domestic violence, inconsistent caregiving due to parental substance abuse or mental illness, community violence or multiple moves within the foster care system.  This is not an all-encompassing list, and everyone can be impacted differently by similar outside events.

When an individual experiences strong, frequent, or prolonged stress without adequate supports, the individual is in a chronic state of fight, flight, freeze, or fawn. This is natural human instinct that is necessary for survival; however, when a person is in this state repeatedly or for prolonged periods of time, it leads to levels of stress that are toxic to the brain and body.  As adults, we can become addicted to our stress hormones, as our bodies no longer know how to feel safe in ease and peace.

Yes, Licensed Professional Counselors (LPCs) in Michigan are authorized to diagnose. According to the Michigan Public Health Code, Section 333.18101, LPCs can:

• Provide psychotherapy, diagnose, and plan treatment for mental and emotional disorders.
• Select, administer, score, and interpret assessments, tests, and appraisals.
• Engage in psychoeducational consulting to assist in identifying problems and making recommendations.
• Apply counseling techniques and psychotherapy skills for diagnosing and formulating treatment plans.

Public Act 96 of 2019, effective January 27, reinforced LPCs' ability to legally diagnose and treat mental disorders. This update followed advocacy efforts against a proposed rule change by the Michigan Department of Licensing and Regulatory Affairs (LARA) that would have restricted LPCs' use of counseling techniques and psychotherapy.

Yes, Licensed Master Social Workers (LMSWs) in Michigan are authorized to diagnose. According to the Michigan Public Health Code, Part 185, Section 333.18501, the scope of practice for LMSWs at the master’s level includes:

• Advanced application of knowledge of human development and behavior, and social, economic, and cultural institutions.
• Advanced application of macro social work processes to improve social or health services.
• Application of specialized clinical knowledge and advanced clinical skills in assessment, diagnosis, and treatment of mental, emotional, and behavioral disorders, conditions, and addictions. Treatment methods include advanced social work case management, and individual, couple, family, or group counseling and psychotherapy.

For more detailed information on the legal statutes and updates, you can refer to the Michigan Public Health Code and recent legislative bills.

At Being Human Group, we specialize in autism and ADHD assessments primarily for individuals aged 18 and older. This focus allows us to provide the most effective and relevant support for our clients.

For children and adolescents in the K-12 education system, schools typically require educational assessments rather than clinical ones. These educational assessments are designed to address the specific needs of students within the school environment and ensure they receive appropriate accommodations and support.

While we can provide clinical assessments for younger individuals if the family wishes to understand their child's needs outside of the educational context, it is important to note that such assessments might not fulfill the requirements set by schools. Therefore, unless the assessment is for personal knowledge and not intended for educational purposes, it may not be the most practical option.

By focusing on adults, we ensure that our assessments are tailored to the unique challenges and life stages of individuals beyond the school system, providing accurate diagnoses and effective treatment plans.

At Being Human Group, we use a comprehensive set of assessments to evaluate autism in adults. Our approach ensures a thorough understanding of each individual's unique experiences and needs. Here are some of the key assessments we utilize:

MIGDAS (Montgomery-Inouye General Diagnostic Assessment Scale)
The MIGDAS is a qualitative assessment tool that helps in diagnosing autism by focusing on sensory processing, social communication, and interests. It involves structured interviews and observations, providing a detailed profile of an individual’s strengths and challenges.

Sensory Profile 2 (Sensory-2)
The Sensory Profile 2 assesses sensory processing patterns in individuals and how they affect daily functioning. This tool helps us understand how sensory experiences impact behavior and interactions, which is crucial for diagnosing autism.

Developmental and Medical History
We gather comprehensive developmental and medical histories to identify early signs of autism and any related medical conditions. This information provides context to current behaviors and challenges, helping to inform the diagnosis.

Self-Assessments
We use several self-assessment tools to gain insight into the individual's perspective on their experiences and symptoms. These include:

• RAADS-R (Ritvo Autism Asperger Diagnostic Scale-Revised): A self-report questionnaire that evaluates the presence of autism spectrum traits in adults.
• AQ (Autism-Spectrum Quotient): A self-administered test measuring the extent of autistic traits in adults.
• Monotropism Questionnaire: This tool assesses the degree of focused attention on specific interests, which is often observed in individuals with autism.
• Brown Scale: Used to evaluate attention and executive function, which can help differentiate between autism and other conditions like ADHD.
• ASRS-1 (Autism Spectrum Rating Scales): A comprehensive assessment that measures behaviors associated with autism spectrum disorders across multiple domains.

By combining these assessments, we can create a well-rounded picture of an individual's strengths, challenges, and needs, leading to an accurate diagnosis and effective support plan.

A full assessment for autism can vary depending on the specific needs and purposes for which the diagnosis is sought. Here’s an overview of what a full assessment might involve and when different types of assessments are appropriate:

Diagnosis Without ADOS
For many adults seeking an autism diagnosis, a full neuropsychological assessment, including the ADOS (Autism Diagnostic Observation Schedule), may not be necessary. Instead, the comprehensive assessments we use—such as the MIGDAS, Sensory Profile 2, and various self-assessment tools—can provide sufficient information for a diagnosis. This is particularly true if the goal is to gain a better understanding of oneself, seek accommodations for work or college, or provide information to a psychiatrist.

Full Neuropsychological Testing
However, in some cases, a more extensive evaluation is required. If the diagnosis is needed for K-12 educational purposes or to qualify for disability services through the state, a full neuropsychological assessment, including the ADOS, is typically necessary. This thorough evaluation includes various standardized tests that assess cognitive, behavioral, and emotional functioning, providing a detailed understanding of an individual's profile.

Purpose-Driven Assessments

• Educational Needs (K-12): Schools often require full neuropsychological testing to develop appropriate educational plans and accommodations.
• Disability Services: State disability services generally require comprehensive assessments to determine eligibility for support and services.
• Personal Understanding and Accommodations: For those seeking a deeper understanding of themselves, accommodations for work or college, or information for their psychiatrist, the assessments we offer—MIGDAS, Sensory Profile 2, and self-assessments like RAADS-R and AQ—are typically sufficient.

Referrals for Full Testing
If a full neuropsychological assessment is necessary, we recommend the following providers who specialize in comprehensive testing:

• Still Waters Counseling: Still Waters Counseling offers extensive neuropsychological evaluations for autism and other conditions.

• Galvin Group
  Also based near Plymouth, MI, Galvin Group provides thorough assessments and diagnostic services, including full neuropsychological testing.

By understanding the purpose of the diagnosis, we can help determine the appropriate level of assessment needed and refer to trusted providers when a full evaluation is required.

No, ADHD (Attention-Deficit/Hyperactivity Disorder) is not a form of autism. However, both ADHD and autism are considered types of neurodivergence, meaning they involve variations in the brain's functioning that lead to differences in behavior, communication, and learning.

Understanding Neurodivergence
Neurodivergence refers to the diverse ways in which human brains can function. This concept includes conditions like ADHD, autism, dyslexia, and more. While ADHD and autism share some similarities, they are distinct conditions with their own unique characteristics.

ADHD
ADHD is characterized by patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning. People with ADHD may have difficulty focusing, staying organized, and controlling impulses. There are three main types of ADHD:

• Predominantly Inattentive Presentation
• Predominantly Hyperactive-Impulsive Presentation
• Combined Presentation

Autism Spectrum Disorder (ASD)
Autism, or Autism Spectrum Disorder (ASD), is characterized by challenges in social communication and interaction, along with restricted and repetitive behaviors, interests, or activities. The spectrum nature of autism means that individuals can experience a wide range of symptoms and levels of impairment.

Co-Occurrence
It is possible for an individual to have both ADHD and autism. Studies have shown that there is a significant overlap between the two conditions, and some individuals may experience symptoms of both. However, having one condition does not mean an individual will necessarily have the other.

Individual Variability
Every individual is unique, and it is important to recognize that neurodivergence encompasses a broad spectrum of experiences. Some people may have ADHD, some may have autism, some may have both, and some may have neither. Understanding and respecting these differences is crucial in providing appropriate support and accommodations.

TL/DR: While ADHD and autism are both forms of neurodivergence, they are separate conditions. It is important to recognize and address the unique needs of individuals with either or both conditions.

High functioning autism, often referred to as Autism Spectrum Disorder (ASD) Level 1, describes individuals on the autism spectrum who typically do not have intellectual disabilities and have milder symptoms. These individuals may still face significant challenges, especially in social interactions, communication, and adapting to changes.

To assess high functioning autism, we use the same comprehensive measures mentioned earlier. These include various diagnostic tools and self-assessments that help us understand an individual's unique experiences and needs. For a detailed explanation of the assessments we use, please refer to the answer to the question "What assessments are used for autism?"

By using these thorough and tailored assessments, we ensure that each individual's strengths and challenges are accurately identified, leading to an effective support plan.

You’ll receive a letter and a full report including recommendations. You can use this for your own information, for your college or university (double check your school’s disability center to confirm), or for workplace accommodation.

We find many adults simply want to know.  They want to better understand themselves and why they have particular struggles or strengths. There is often quite a bit of overlap between neurodivergence and trauma, and people with undiagnosed neurodivergence may have experienced trauma from masking. 

You’ll receive result within one week after your second appointment.  We will have an initial appointment where we will do a history taking, and then a second appointment to finish assessments.  Our final appointment will review your letter and report and confirm we gathered all information correctly.