Autism Spectrum Disorders (ASD) are lifelong neurodevelopment conditions. The common areas of difficulty for people with ASD include communication, socialisation, sensory activities, and restricted or repetitive behaviours, interests or activities. The severity and extent to which a person's daily functioning is affected can range from mild to severe.

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Assessment tools we use for an assessment for ASD include:

• The Autism Diagnostic Observation Schedule - Second Edition (ADOS-2) which evaluates communication, social interaction, play, and repetitive behaviours using a standardized toys and activities to observe social and communicative interaction. 

• The Autism Diagnostic Interview-Revised (ADI-R) is structured parent interview that assists in the reliable diagnosis of ASD.

• Parent and teacher/informant rating scales (Autism Spectrum Rating Scale, Social Communication Questionnaire, Social Responsiveness Questionnaire, Child Behaviour Checklist). 

• Vineland Adaptive Behaviour assessment to determine functional impact of the presenting concerns. Determining functional impact is necessary for a diagnosis.

• Cognitive assessments are also used to determine if there are any underlying cognitive concerns that may be responsible for some of the presenting issues or that may be exacerbating concerns.

• Preschool/School observations.

• Reports from other professionals.

Behavioural assessments evaluate whether an individual's challenging behaviour exceeds age-appropriate norms. In children, this may include hyperactivity, impulsivity, aggression, attention difficulties, peer conflicts, and noncompliance. In adults, concerns often manifest as difficulties with focus, organization, time management, emotional regulation, and impulse control, impacting work, relationships, and daily functioning.

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Assessments involve diagnostic interviews, interviews for developmental history, diagnostic questionnaires, input from teachers (for children) or partners/employers (for adults), school or workplace observations, and clinical sessions.

 

Assessment tools we use for an assessment for ADHD include:

• ADHD Child Evaluation (ACE) a semi-structured clinical diagnostic interview that aims to help evaluate core symptoms of ADHD in childhood and the extent to which they impair functioning.

• Connors Adult ADHD Rating Scale Second Edition (CAARS-2) is a multi-dimensional assessment of the presence and severity of ADHD symptoms in adults ages 18 and older.

• Connors Rating Scale Fourth Edition (Connors 4) administered to parent/teacher for children aged 6 to 18 years. The Conners 4 is a thorough investigation of attention-deficit/hyperactivity disorder (ADHD) and it is the most common comorbid problems and disorders in children from 6 to 18 years.

• Connors Early Childhood aids in the early identification of behavioural, social, and emotional problems for ages 2 years to 6 years. The Conners EC also assists in measuring whether or not the child is appropriately meeting major developmental milestones.

• Comprehensive Executive Function Inventory (CEFI) evaluates executive function strengths and weaknesses in youth 5 to 18 years.

• Achenbach System of Empirically Based Assessment (ASEBA) includes the Child Behaviour Checklist (CBCL) and Caregiver- Teacher Report (TRF) (1½ to 5 years/6-18 years). It is used to detect behavioural and emotional problems in children and adolescents. 

• Vineland Adaptive Behaviour Assessment provides an assessment of adaptive skills functioning for individuals from birth to 89 years.

• Cognitive assessments are also used to determine if behaviours stem from underlying learning disorders, giftedness, or other coexisting conditions such as anxiety or mood disorders.

Used to determine an individuals cognitive strengths and weaknesses. Cognitive tests assess various areas of cognitive capacity, for example:

• Verbal Comprehension: the ability to use a range of vocabulary to understand and express general knowledge and explain concepts

• Visual Spatial: the ability to evaluate visual details and understand visual spatial relationships

• Fluid Reasoning: the ability to use conceptual information from visual details and apply that knowledge

• Working Memory: the ability to learn, manipulate and retain information to complete new tasks

• Processing Speed: the ability to quickly process and make judgements about visual information

 

We commonly use the following cognitive assessment tools:

• Weschler Adult Intelligence Scale - Fourth Edition (WAIS-IV)

• Wechsler Intelligence Scales for Children - Fifth Edition (WISC-V, Australian Standard) for children aged 6 to 16 years.

• Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (WPPSI-IV, Australian & New Zealand) for children aged 2.5 to 7 years.

Educational assessment identifies a student's strengths, challenges, and learning needs. It helps diagnose specific learning disorders (SLD), guides support strategies and informs individualized learning plans to promote academic success. Specific learning difficulties can be co-occurring.

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SLD is categorized into three main types:

• SLD in Reading (Dyslexia) – Difficulty with word recognition, decoding, reading fluency, and comprehension. It affects spelling and writing due to challenges in processing language sounds (phonological processing).

• SLD in Mathematics (Dyscalculia) – Difficulty understanding numbers, learning math facts, performing calculations, and grasping mathematical concepts such as time, measurement, and problem-solving.

• SLD in Writing (Dysgraphia) – Difficulty with handwriting, spelling, organizing thoughts on paper, and written expression. It can affect both the physical act of writing and the ability to structure written content.

 

We commonly use the following achievement test: 

• Wechsler Individual Achievement Test – Third Edition (WIAT-III), for children who are aged 4 to 19 years, 11 months.

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Assessment of educational achievement can often occur in the context of other assessments e.g., Cognitive assessment, ADHD assessment. 

​Mental health assessments serve several important functions, including:

• Diagnosis of Mental Health Conditions: Identification and diagnosis of disorders such as mood disorders (e.g., Major Depression, Dysthymia, Bipolar Disorder), Anxiety disorders (e.g., OCD, PTSD, Phobias, Social Anxiety Disorder etc.), Personality Disorders.

• Treatment Planning: All psychological therapy starts with a thorough assessment of a presenting concerns. Assessment guides the development of personalized treatment strategies,

 

A mental health assessment typically includes multiple components to provide a comprehensive understanding of an individual’s presentation:

• Clinical Interview: This involving getting detailed information about your history, current concerns and diagnostic profile.

• Standardised Questionnaires & Psychological Tests: Standardized tools may be used to measure symptoms patterns, diagnostic criteria and personality traits.

• Observation and Interaction: Observation of non-verbal cues, emotional responses, and behaviour patterns to gain deeper insights into mental well-being.