ASD Assessment
Autism provides a unique perspective on the world. Traits such as strong attention to detail, deep focus, and creativity are often strengths that can lead to success in areas others might overlook. Your ability to persist and approach challenges in your own way can be a powerful asset. By embracing these qualities and seeking the right support, you can build a life that is fulfilling and true to your own strengths. Trust in your potential—you have much to offer!
What to expect from the ASD Assessment
CAL is able to provide ASD assessments for both children and adults.
Current NICE (National Institute for Clinical Excellence) guidelines state that an ASD assessment requires observations of the individual in several settings. We meet these guidelines via the following steps:
- Social Communication Screens completed by parents and school.
- Observational assessment in clinic (ADOS-2) and / or clinical interview with a parent or carer (ADI-R)
- School Observation (Optional)
- Face to face meeting consultation with Dr Marshall
- Multi-disciplinary team diagnostic meeting
- Feedback appointment and the written report
Whilst following NICE guidelines, we go beyond a ‘drive-through’ ASD assessment, taking a bespoke, holistic approach—carefully considering factors like sensory processing and anxiety that may interact with an individual’s profile. This ensures each person receives the right assessment and, ultimately, the most effective support.
Step 1: The Social Communication Questionnaire (SCQ)
The Social Communication Questionnaire (SCQ) is an online tool designed to gather a child’s developmental history and assess their current presentation. It covers key areas relevant to autism, including early milestones, language use, play, non-verbal communication, education, friendships, interests, and behaviours.
If the SCQ results, along with information from the intake assessment, indicate clear markers for Autism Spectrum Disorder (ASD), the team will recommend a formal ASD evaluation using assessments such as the Autism Diagnostic Observation Schedule (ADOS) and/or the Autism Diagnostic Interview-Revised (ADI-R).
Step 2: Autism Diagnostic Assessment: ADOS-2 and ADI-R
The assessment of ASD and SCD requires the administration of gold-standard tests that are conducted by professionals. The Autism Diagnostic Observation Schedule-2 (ADOS-2) is a structured assessment used during appointments to evaluate autism traits. Depending on the individual’s age and verbal ability, they will engage in a combination of play-based activities, interactions, and structured questions with an assessor from CAL.
When conducting the ADOS-2 with children, parents or caregivers do not accompany the child unless they are very young or have limited verbal skills.
The Autism Diagnostic Interview-Revised (ADI-R) is a comprehensive interview conducted with parents or caregivers. It gathers a detailed developmental history of the child and information about their current presentation. This interview is typically conducted virtually and lasts between two and three hours.
Step 3: School observation
When assessing a child whose profile on the ADOS-2 or ADI-R is considered ‘borderline,’ the assessment team may determine that a school observation would contribute to the evaluation process. This involves observing the child in both structured and unstructured settings to assess whether their behaviours and interactions differ in the presence of peers. A school staff member will always be present during the observation.
Step 4: Face to face meeting consultation with Dr Marshall
In addition to reviewing all available information about your child, Dr Marshall will conduct a face-to-face meeting with your child, as recommended by NICE guidelines, which emphasise in-person assessments by qualified specialists to ensure an accurate diagnosis and effective management of ASD.
Step 5: Multi-disciplinary team diagnostic meeting
Once all clinical information from the different stages of your child’s assessment has been gathered, the assessment team will review the findings. They will evaluate the information alongside established guidelines, using the DSM-5, to determine whether your child’s profile meets the criteria for a diagnosis of ASD.
CAL always takes into account the ‘bigger picture’; before any diagnosis is made, evidence gathered from the evaluations and ADOS-2 / ADI-R is weighed up, and other diagnoses and neurodevelopmental profiles will also be considered during the MDT meeting.
Step 6: Feedback appointment and the written report
Dr Marshall will be in contact with you to discuss the discuss the diagnostic outcome of the assessment. This meeting is usually conducted virtually.
You’ll then be sent a copy of the assessment report, which contains a summary of all the information gathered and the diagnostic outcome.
Once you have read the report, a longer feedback meeting will be arranged with a member of the team. This ensures that the conclusions align with your real-world experience of your child, and that the recommendations are both achievable and relevant.
The appointment can take place either face to face or virtually. It is often helpful for older children to be present.
In certain situations it may be appropriate to offer a feedback meeting to your child’s school or college. Any information that is shared with outside agencies will be with your prior consent.
Schools will not be sent any reports that contain personal information about the child or their family members, unless this is explicitly agreed in writing by their parents.
