Child Autism Assessment

 Autism, also known as Autism Spectrum Disorder (ASD) or Autism Spectrum Condition (ASC) is a term to describe a difference in the way someone sees and interacts with the world around them. This developmental difference can impact children's communication and social interactions, interests, sensory experiences, and actions.

Social communication and interaction

Repetitive and restrictive behaviours

Differences in sensory perception

Highly focused interests or hobbies

Autism presents differently in each child, although there are some common strengths and difficulties they may have. For example, autistic children can be exceptionally good at spotting details or having a deep fascination with a certain topic or activity. They may also find it difficult to manage change, friendships, or social interactions. We believe that by identifying what makes your child unique and celebrating their strengths, without trying to change who they are, we can make a positive impact on their lives.

 Attention Deficit Hyperactivity Disorder (ADHD) is a condition that has a range of strengths and difficulties. For example, people with ADHD may be very creative and have the ability to focus intensely on things they are interested in. However, it can also make it difficult to function in a neurotypical world like school, with traits such as restlessness, difficulty concentrating, a short attention span, fidgeting, and impulsive behaviour. These can make managing lessons, play, and studying challenging, having a knock-on effect on their wellbeing, mental health and self-worth. ADHD looks different in each person affected by the condition. Some people find it difficult to manage their hyperactivity and are often moving and are impulsive, while others may find it hard to manage their attention, and sometimes both of these areas can be affected. For some people, sifting out the relevant and important information to pay attention to can be difficult. However, with some adaptations all people with ADHD can thrive in education, study, and work.

Communication and interactions:

Difficulties or differences with back-and-forth conversation. For some, this may be talking too much without noticing the social cues given by others. For others, it may be less of an interest in speaking with others or difficulties showing interest.

Differences in facial expressions and expressions or emotions.

Challenges with making friends and understanding relationships

Less of an interest in playing with friends, particularly on another person’s ‘terms’, difficulties with sharing toys, or following another person’s lead in a game.

Repetitive and restrictive behaviours:

Repeating certain words, phrases, actions, or activities.

Using toys or games in a repetitive way

Having specific routines or rituals, and being upset when they are changed or cannot happen

Finding change difficult to manage, like getting upset about a different bus route or change to their normal timetable.

A very deep fascination in a topic or object at the exclusion of other things.

Sensory Experiences:

A difference in sensitivity to different stimuli. Like being over or under stimulated by light, touch, noise, taste, or balance.

Communication and interactions with other people:

Interrupting others or joining games without invitation.

Speaking impulsively without considering if it might upset others.

Struggling in sharing and taking turns, sometimes appearing rude unintentionally.

Difficulty staying focused during conversations.

Ability to concentrate on tasks:

Daydreaming in class or having trouble completing tasks within their capability.

Challenges in planning, organising, and remembering things, making careless mistakes.

Overactivity:

Fidgeting or squirming more than peers.

Difficulty remaining seated when required, despite effort.

Sleep:

ADHD can also affect sleep, particularly difficulty falling asleep in the evenings.

Some of the difficulties that children have may be explained by autism and/or ADHD. For example, a young person may struggle maintaining friendships due to communication differences, such as within their reciprocal play, or it may be that they are more impulsive in their play compared to peers, or it may also be a combination of both. Therefore, it is important that any clinician assessing for either condition is aware of the other possible diagnoses that could explain the difficulties a child may have., The team of clinicians will tease apart these needs to determine if either or both diagnoses are present. Having an assessment does not guarantee a diagnosis of either condition, although at each stage the clinicians will report if they feel whether it is worth pursuing further.