Diagnostic Assessment & Therapeutic Intervention/Support
Autism is often referred to as a ‘triad’ of impairments. People with autism typically experience difficulties in social communication, social interaction, and social imagination. Difficulties in social imagination can relate to struggling to see other people’s perspectives or points of view or having little empathy.
However, this element of autism is often seen within obsessive, compulsive, or repetitive behaviours. I offer two services regarding Autism – Diagnosis and therapeutic support/intervention
Diagnostic Assessment
I provide a comprehensive, clear, and evidence-based assessment of children, young people and adults for whom diagnosis may be helpful. For children and young people, a diagnosis is often necessary to obtain additional support within learning environments.
For diagnosis, I am informed by 2 diagnostic tools.
I am guided by the Diagnostic & Statistical Manual (DSM-5™), which presents seven diagnostic criteria for Autism Spectrum Disorder. This is further separated into two domains: (A) Social Communication and Interaction and (B) Restricted, Repetitive Patterns of Behaviour. To meet the diagnostic criteria for Autism Spectrum Disorder, all three criteria from the Social Communication and Interaction domain (A) and at least two criteria from the Restricted, Repetitive Patterns of Behaviour domain (B) must be met. The difficulties must have been present in the early developmental period; cause clinically significant impairment in social, occupational, or other important area of functioning; and not be better explained by intellectual disability or global developmental delay. I am also an accredited user of the Diagnostic Interview for Social and Communicative Disorders (DISCO). I am mindful of these elements when completing assessments. When necessary, a full assessment can be completed using this diagnostic tool. I provide diagnostic assessment of ASD, although I prefer the term Autism Spectrum Condition (ASC). All assessments will combine the following elements: Interaction and discussion with parents/carers and the individual being assessed. Review of historical reports and collateral information Engagement with key others for cross validation – this can be teachers, educational providers, or significant others.