Autism Assessment

When the Autism Assessment wait list is open, please complete and submit the Autism, A.D.H.D. and Combined Assessment Suitability Form provided on this page. The same form may also be accessed through the Enquiries page, where the current wait-list status is displayed. This is the appropriate form for a standalone Autism Assessment and for any combined pathway in which Autism forms part of the assessment question. A Parent Consultation is required before a full assessment through this pathway can be agreed.

The Clinical Psychologist will review the submitted information to determine whether the pathway appears clinically appropriate and falls within the Scope of Practice. The form gathers information about the referral question, legal guardianship and consent, relevant health, developmental and educational history, previous assessments, current support needs, and any circumstances that may affect meaningful participation or interpretation. Additional information, previous reports, school-based findings, or educational records may also be requested where relevant.

Where the referral is accepted for progression to Parent Consultation, the appropriate Consent Form and Intake Form must be completed and reviewed before the child or young person can be added to the relevant assessment wait list. When consultation capacity becomes available, the family or young person will receive a booking link for the required Parent Consultation. The Parent Consultation is a separately booked professional service, and the appropriate assessment pathway, scope, fee, and booking arrangements will be confirmed separately where a full assessment is subsequently agreed.

Age at Referral: The Autism Assessment pathway is available to children and young people aged 6 to under 18 at the time of referral.

Consent: For a child under 16, consent is required from all legal guardians. A young person aged 16 or 17 may provide their own consent in accordance with the applicable consent, capacity, confidentiality, and guardianship arrangements. Their consent to appropriate parent or caregiver involvement is also required because Autism assessment depends upon relevant developmental and contextual information. The child or young person’s participation, views, assent, or consent will also be addressed in a developmentally appropriate manner.

Assessment Focus: The standalone Autism Assessment pathway considers whether the applicable diagnostic criteria for Autism are met. It includes the relevant developmental, contextual, informant, direct-assessment, and multidisciplinary components, clinical formulation, a Feedback Appointment, and a comprehensive Psychological Report. It does not automatically include diagnostic assessment for A.D.H.D., S.L.D., Intellectual Disability, a language disorder, a mental-health condition, or another neurodevelopmental or developmental presentation. Any additional or combined assessment component must be clinically appropriate, fall within the Scope of Practice, and be separately agreed following the Parent Consultation.

Acceptance: Acceptance remains subject to individual clinical suitability. Where the referral question cannot be appropriately addressed through the Autism Assessment pathway, or another assessment pathway or professional service appears more suitable, this will be explained and appropriate signposting may be provided.

Terms of Service: Please review the Terms of Service and the information on this page before submitting an Assessment Suitability Form.

Before the Parent Consultation, information will be gathered from parents or caregivers, the child’s or young person’s school, and the young person directly where developmentally appropriate. Parents or caregivers will be asked to provide any previous psychological, developmental, educational, medical, or other professional reports that may assist the consultation. Requested questionnaires, reports, and educational records should be provided in advance so that they can be reviewed and considered during the appointment.

The standardised measures selected will depend on the individual referral and may include the Social Responsiveness Scale, Second Edition (S.R.S.-2), the Sensory Processing Measure, Second Edition (S.P.M.-2), and the Conners Comprehensive Behavior Rating Scales (Conners C.B.R.S.). The Conners C.B.R.S. includes parent and teacher forms, together with a self-report form where this is developmentally appropriate. Additional school information may include relevant educational records and descriptive information about the child’s or young person’s communication, social participation, sensory experiences, flexibility, attention, regulation, learning, everyday functioning, and support needs.

Information from different people and environments does not need to be identical. Children and young people may communicate, interact, regulate, and manage demands differently according to familiarity, predictability, sensory conditions, relationships, expectations, available support, and the effort involved in coping or compensation. Differences between accounts are considered as clinically relevant information within the wider developmental and contextual formulation.

School information is interpreted according to its quality, relevance, context, and relationship to the available evidence as a whole. Consideration is given to how long and in what circumstances the school has known the child or young person, the demands and supports within that environment, and the range of situations reflected in the information provided. A school account in which few Autism-related characteristics are identified does not automatically exclude Autism. Equally, differences between parent, school, and young-person accounts are not automatically attributed to masking or compensation.

The Parent Consultation is attended by parents or caregivers without the child or young person. It develops an initial clinical understanding of the child’s or young person’s developmental course, current presentation, strengths, support needs, everyday functioning, educational experience, relevant relationships and contexts, and the reasons an Autism Assessment is being considered. The discussion may explore social communication and interaction, flexibility, interests, sensory experiences, regulation, independence, participation, contextual variation, compensatory strategies, and possible co-occurring or alternative explanations. The Intake information, questionnaire responses, school information, and available previous records are considered as part of this wider clinical discussion.

Indicators of A.D.H.D., S.L.D., language needs, mental-health needs, or another relevant presentation may inform the preliminary differential formulation and the assessment pathway subsequently considered. Any additional or combined assessment component must be clinically appropriate, fall within the Scope of Practice, and be separately agreed.

Following the consultation, the Clinical Psychologist will determine whether a standalone Autism Assessment appears appropriate, whether a combined or broader assessment should be considered, whether further preliminary information is required, or whether another professional service would be better placed to address the child’s or young person’s needs. The Parent Consultation does not provide a diagnostic conclusion. Completion of the Parent Consultation does not commit the parents or caregivers, the young person, or the Clinical Psychologist to proceed with a full assessment. Any full assessment pathway, scope, fee, and booking arrangements will be agreed separately where further assessment is recommended.

Where a full Autism Assessment is agreed, one or more parents or caregivers will attend a separate appointment with the Clinical Psychologist to complete the Autism Diagnostic Interview–Revised (A.D.I.-R.). The child or young person does not attend this appointment. The A.D.I.-R. is a structured clinical interview that gathers a detailed account of the child’s or young person’s developmental history and how relevant characteristics have been expressed over time.

The interview explores development across areas including communication, social interaction and relationships, play, interests, flexibility, sensory experiences, repetitive or patterned behaviour, regulation, and everyday functioning. It considers both earlier development and the current presentation, including characteristics that may have become more apparent as social, communication, organisational, sensory, or independence demands increased.

The A.D.I.-R. forms one part of the wider Autism Assessment and does not determine the diagnostic conclusion independently. Its findings are interpreted alongside information from the child or young person, parents or caregivers, school and other relevant informants, direct assessment, previous records, everyday functioning, and the wider clinical formulation.

The Autism Diagnostic Observation Schedule, Second Edition (A.D.O.S.-2), is a semi-structured, standardised assessment used to gather direct observational information relevant to Autism. The session includes developmentally appropriate activities and conversation through which the child’s or young person’s communication, social interaction, shared engagement, flexibility, interests, imagination, and use of verbal and non-verbal communication can be considered. The assessment is responsive to the child’s or young person’s age, language, and individual presentation while remaining consistent with the requirements of the selected A.D.O.S.-2 module.

A.D.O.S.-2 Module 3 sessions are completed collaboratively by the All Kinds of Minds Clinical Psychologist and an experienced Speech and Language Therapist. The Clinical Psychologist leads the session, while both clinicians contribute their respective observations and professional perspectives. Following the appointment, the clinicians jointly score the A.D.O.S.-2 and consider its findings through case discussion and diagnostic mapping informed by the broader assessment evidence.

For some older adolescents, the A.D.O.S.-2 Module 4 session may instead be completed individually with the Clinical Psychologist where the presence of a second clinician could make it more difficult for the young person to feel at ease or engage fully. The one-to-one format is intended to support rapport, comfort, and meaningful participation throughout the session.

The A.D.O.S.-2 forms one part of the wider Autism Assessment. Its classification, scores, and observational findings do not independently establish or exclude Autism. They are interpreted alongside the developmental history, information from the child or young person, parents or caregivers, school and other relevant informants, previous records, everyday functioning, and the wider clinical formulation.

Following the A.D.O.S.-2 session, the Clinical Psychologist reviews the evidence available across the assessment and determines whether an additional assessment component should be proposed. This may be appropriate where further assessment is needed to address the agreed referral question, clarify a possible alternative or co-occurring explanation, or develop a sufficiently comprehensive understanding of the child’s or young person’s profile and support needs. Any additional component must be clinically appropriate, fall within the Scope of Practice, and be separately agreed before the work is undertaken. The identification of an additional assessment question does not, by itself, expand the agreed pathway.

A Cognitive Assessment may be incorporated where it would contribute meaningfully to understanding the child’s or young person’s cognitive profile or the wider clinical formulation. Depending on the young person’s age, this ordinarily involves the W.I.S.C.-V U.K. or W.A.I.S.-IV U.K. Cognitive Assessment is not included as standard within a standalone Autism Assessment, and its findings do not independently establish or exclude Autism. Where previous cognitive findings are available, they will be considered when determining whether further cognitive assessment is required.

An Adaptive Behaviour Assessment may be incorporated where structured information about everyday conceptual, social, and practical functioning would contribute meaningfully to understanding the child’s or young person’s support needs. It is not included as standard and will be recommended only where it is clinically appropriate within the defined scope of the Autism pathway.

A Combined Autism and A.D.H.D. Assessment may be agreed where the available evidence raises a substantive question of co-occurring A.D.H.D., the child’s or young person’s support needs fall within the low-to-moderate range, and medication consultation is not being sought. The A.D.H.D. component includes either a Cognitive Assessment or the C.P.T.-3, selected according to the individual clinical circumstances and the information required from the assessment. Medication consultation, prescribing, and medical management are separate medical services and are not provided by All Kinds of Minds.

A combined Autism and S.L.D. Assessment may be agreed where persistent literacy or numeracy differences form part of the assessment question and the available developmental and educational evidence supports further assessment for dyslexia, dyscalculia, or both. This combined pathway includes the relevant academic Attainment Assessment and a Cognitive Assessment where required.

For some primary-school-aged children, a School-Based Observation may be considered where it is likely to provide clinically meaningful information that cannot be obtained adequately through questionnaires, educational records, consultation, or the other assessment components. A School-Based Observation is not a routine part of the Autism pathway and requires valid consent, agreement from the school, and appropriate practical arrangements. Its purpose, scope, and any applicable fee will be confirmed before it is arranged.

Once all agreed assessment components have been completed, the Clinical Psychologist integrates the developmental, contextual, informant, direct-assessment, observational, and functional evidence, including the A.D.I.-R. and A.D.O.S.-2 findings. No individual instrument, score, observation, informant, or setting determines the outcome independently. Where multidisciplinary input forms part of the assessment, the respective findings and professional perspectives are integrated within the formulation, while each clinician remains professionally responsible for their own work.

The formulation considers evidence that supports Autism, material evidence that may point away from that conclusion, and reasonable alternative or co-occurring explanations. It may support a diagnosis of Autism, identify another or co-occurring presentation, describe a meaningful profile of strengths, differences, and needs without supporting a formal diagnosis, or conclude that genuine diagnostic uncertainty remains. A formal diagnosis is made only where the applicable diagnostic criteria are met and the conclusion is adequately supported by the assessment as a whole.

One formal Feedback Appointment is included within the Autism Assessment pathway. Once the clinical formulation has been completed, the appointment provides dedicated time to review the assessment findings and diagnostic outcome, discuss the recommendations and any appropriate next steps, and address questions arising from the assessment.

For a child under 16, formal feedback is provided only to the appropriate parent or legal guardian, or to another caregiver where the applicable consent and confidentiality arrangements permit this. All Kinds of Minds Assessments does not provide a formal Feedback Appointment directly to a child under 16. The child’s understanding should instead be supported gradually through informal, developmentally appropriate conversations over time by the adults who know and support them, with attention to their individual communication needs, level of understanding, and emotional readiness.

For a young person aged 16 or 17, formal feedback may be provided directly to the young person where this is clinically appropriate and agreed in advance. Separate discussions with the young person and their parent or caregiver may be arranged where appropriate. The arrangement takes account of the young person’s wishes, developmental readiness, communication preferences, capacity to engage meaningfully with the information, and the likely value of direct feedback. Any feedback provided to a parent or caregiver, and any sharing of the young person’s assessment information, remain subject to the young person’s valid consent and confidentiality rights.

The Feedback Appointment focuses on the findings already obtained through the Autism Assessment and is intended to support understanding and appropriate use of the completed assessment. It does not extend the agreed assessment scope or include additional assessment work.

A comprehensive report is prepared following completion and clinical integration of the Autism Assessment. It is a central outcome of the pathway and provides a clear, clinically coherent account of the child’s or young person’s developmental and neurodevelopmental profile, the evidence considered, and the conclusions that can responsibly be supported.

The report records the purpose and agreed scope of the assessment and provides a structured account of the relevant developmental, educational, health, relational, and contextual information, the procedures completed, and the evidence considered. This includes the A.D.I.-R. and A.D.O.S.-2 findings, information obtained from parents or caregivers, the child or young person, educational sources and other relevant informants, previous records where applicable, and observations made during direct assessment.

Standardised findings are reported fully and interpreted professionally, including standard scores, T-scores, classifications, percentile ranks, confidence intervals, and other applicable interpretive information. Where a Cognitive or Attainment Assessment forms part of the agreed pathway, the applicable U.K.-normed measures are used and the findings are incorporated into the wider formulation. Standardised results are not presented as isolated test findings. They are interpreted in relation to the developmental history, everyday functioning, wider assessment evidence, and clinical context.

The report presents the integrated clinical formulation and clearly states the diagnostic, non-diagnostic, or uncertain conclusion supported for each diagnostic question falling within the agreed scope. It identifies the child’s or young person’s strengths, neurodevelopmental differences, functional needs, areas requiring support, and any factors that materially affect how the findings should be understood. The report is intended to be read as a whole, with its findings, conclusions, and recommendations understood as parts of an integrated professional opinion.

Recommendations are individualised, proportionate, and grounded in the profile established through the assessment. Depending on the findings, they may address educational planning and accommodations, communication, participation, sensory and environmental support, emotional wellbeing, self-understanding, practical support at home or school, or further assessment and professional involvement where appropriate. Recommendations relating to a particular support, accommodation, or external scheme are included where they are professionally supported by the assessment evidence and fall within the Clinical Psychologist’s remit.

Reports issued by All Kinds of Minds Assessments are prepared by a P.S.I. Chartered Clinical Psychologist and are accepted by the Health Service Executive and the Department of Education and Youth as professional psychological reports. They may be used to support clinical and educational planning, appropriate accommodations, and relevant applications. Acceptance of a report as professional evidence is distinct from the outcome of any application or decision for which it is used. Each receiving organisation remains responsible for applying its own current criteria, procedures, evidential requirements, and decision-making responsibilities.

For a privately arranged assessment, the completed report is issued to the appropriate parent or legal guardian of a child under 16 or to the young person where they are aged 16 or 17, in accordance with the consent, guardianship, and confidentiality arrangements established for the assessment. The authorised recipient may retain the report and decide whether to provide it to the child’s or young person’s school, G.P., educational or healthcare professionals, the H.S.E., or another appropriate service. All Kinds of Minds Assessments does not routinely send a complete private report directly to a school, G.P., or other professional.

Reports arising from H.S.E.-commissioned assessments are prepared and circulated under the reporting and information-governance requirements applicable to the commissioned referral. Further information about report use, recommendations, external decisions, secure sharing, and the separate arrangements applying to H.S.E.-commissioned reports is provided in the Terms of Service.