Autism & ADHD Assessments

Autism & ADHD Assessment

I am able to diagnose Autism and ADHD by completing Neuroaffirmative assessments and subsequently can offer post diagnostic support. During the assessment, I explore the young person as a whole, looking at their strengths and challenges in different settings, whilst recognising the obstacles they might encounter. These assessments aren’t about changing the young person to make things easier, but instead, they focus on creating the right kind of support. I look at ways to adapt their environment to help them feel more comfortable and succeed in life.

At Surrey Child Psychology, I follow the National Institute for Health and Care Excellence (NICE) Guidelines to support our comprehensive Autism Spectrum Condition (ASC) and Attention Deficit Hyperactivity Disorder (ADHD) diagnostic assessment process. Assessments are completed with children 6 years and older. 

Why Assess?

Through early diagnosis, support and reasonable adjustments can positively impact a child’s development and outcomes.  The level of support needed varies from person to person and across the lifespan. 

Many young people face misunderstandings, and parents are sometimes unfairly blamed for their child’s behaviours. Families have often felt let down due to a lack of understanding of their child in different environments. Additionally, some young people may experience mental health difficulties such as anxiety which could be masking their neurodiversity. 

Autism Assessments

Assessing Autism can often be complex and lengthy, but I aim to simplify the process, making it as easy as possible.

Steps involved in a neuroaffirmative Autism Assessment:

This involves an appointment to gather a detailed account of the presenting problem both current and historical. Following this, if there are enough clinical indicators, we may proceed with a full diagnostic assessment. This will last for approximately 50 minutes.

You are under no obligation to proceed with an assessment after this appointment. What matters most is that you find the right ‘fit’ for yourself and/or your child.

1) Background information – Forms containing questions and screening measures are completed by parents, the young person (depending on  age), and the school. They allow us to develop an enhanced understanding of the problem, the child’s experience at home, school and other settings, a developmental history (what they were like when younger) and will consider any differential diagnosis that could explain the young persons presentation and challenges.

2) Diagnostic assessment – This involves two separate Clinical Psychologists. One will complete the the clinical interview that is informed by the Autism Diagnostic Interview – Revised (ADI-R). This appointment will take approximately two hours and is typically conducted remotely. The second Clinical Psychologist will complete the Autism Diagnostic Observation Schedule (ADOS). This is a semi-structured, standardised assessment of communication, social interaction and imagination undertaken with the child/young person. This will take approximately 60-90 minutes and will be completed face to face.

3) Multi-Disciplinary discussion – After step 2, the Psychologists will have a discussion where they ascertain if there is enough evidence to diagnose autism. We follow the Diagnostic Statistical Manual-5 (DSM-5) / ICD -11, which is a book on international diagnostic standards to consider a diagnosis.

This is often carried out face to face. It involves meeting with one or both psychologists and feeding back the outcome of the assessment. This appointment typically lasts an hour.

You will receive a comprehensive report detailing your child’s profile of strengths and experiences, aligned with the outcome of their assessment according to the DSM-5 criteria (if applicable). This report will also include detailed recommendations tailored to your child’s individual needs and circumstances both at home and school.

Steps involved in a neuroaffirmative ADHD Assessment:

This involves a virtual or face to face appointment to gather a detailed account of the presenting problem both current and historical. Following this, I will determine if there are enough clinical indicators to warrant proceeding with a full diagnostic assessment.

You are under no obligation to proceed with an assessment after this appointment. What matters most is that you find the right ‘fit’ for yourself and/or your child.

Before the assessment, parents will be requested to complete some questionnaires and scales. School staff play a crucial role in helping us understand how your child functions at school. This will last approximately 50 minutes.

1) Background information – Forms containing questions and screening measures are completed by parents, the young person (depending on their age), and the school. They allow us to develop an enhanced understanding of the problem, their experience at home, school and other settings, a developmental history (what they were like when younger) and will consider any other differential diagnosis that could explain the young persons presentation and challenges.

2) Diagnostic assessment – This will involve:

  • A full developmental and relevant history

  • DSM 5 based parental history

  • DSM 5 based observations from school other setting

  • Use of specific rating scales or observational data

  • A clinical interview with the young person

This will take place over two sessions and will be conducted face to face.

This involves feeding back the outcome of the assessment. This appointment typically lasts an hour.

You will receive a comprehensive report detailing your child’s profile of strengths and experiences, aligned with the outcome of their assessment according to the DSM-5 criteria (if applicable). This report will also include detailed recommendations tailored to your child’s individual needs and circumstances both at home and school.

I also offer combined assessments for Autism & ADHD. Please get in contact for more information. 

Therapeutic Support for Neurodiversity

The goal of therapeutic support is to empower individuals to rediscover their strengths whilst helping them build self-esteem and resilience. 

Therapeutic Support options include:

  • Psychoeducation

  • Parent support

  • School support 

  • Emotional literacy/regulation

  • Advice on environmental modification to families and school

  • Communication support 

  • Therapy using the models outlined in the therapy section for any mental health comorbidities.

Regarding ADHD, medication may be considered when all non-medication measures have not yielded success, and/or when there is a significant impact of the condition on everyday life. I can link you in with local prescribers who I can refer you onto if following diagnosis, you would like to explore the option of medication. If seeking medication is your key reason for pursuing a diagnosis, it would make more sense to seek an assessment where prescribing can take place within the same service. 

Frequently Asked Questions

Autism affects an individual’s social skills, communication abilities, and behaviour. It’s called a “spectrum” condition because it manifests differently in each person and can range from mild to severe.

Some common characteristics of autism include challenges in social interaction, difficulty in understanding and expressing emotions, repetitive behaviours, intense interests in specific topics, sensory sensitivities, and differences in communication styles. People with autism often have unique strengths and abilities as well which need more recognition.

Early intervention, therapy, and support can greatly improve the quality of life for people with autism. It’s important to recognize that autism is not a disorder or something that needs to be “cured,” but rather a different way of experiencing the world.

ADHD (Attention Deficit Hyperactivity Disorder) is a very common difference that affects about 1 in 20 children. Individuals with ADHD often experience challenges with ‘executive functioning’. For those with ADHD, the brain’s control over concentration, activity levels, and impulses may be different, making these types of tasks more difficult. People with ADHD experience differences in attention regulation, impulse control, and activity levels.  ADHD brings unique strengths, such as creativity, hyperfocus, spontaneity, and problem-solving abilities.   

All our assessments adhere strictly to NICE and NHS guidelines. Additionally, guidance specifies that individuals should not be over-assessed for the same conditions. Therefore, declining an assessment and requesting a repeat can only be justified if the original assessment did not follow due process. The NHS should not reject an assessment solely on the basis that it was conducted by a private provider. If needed, I am happy to share copies of my qualifications prior to the assessment.
 
I recommend you confirm that your local education authority, school, GP, and/or local NHS service will accept it, as they will be your primary access points for local support in the future.
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