Assessments.
Assessments
Click on the area of assessment you would like information about.
An Autism assessment gathers comprehensive information about an individual’s behaviour, development, social interaction and functional capacity. An Autism assessment can provide support and guidance for individuals and families by offering an understanding of the individuals neurotype as well as strengths and challenges. It can help individuals and families access appropriate resources and support services. Taylored Psychology use the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) criteria for Autism, which is the preferred method of assessment by the National Disability Insurance Scheme (NDIS). Our Autism assessments and reports can be used to apply for the NDIS.
Taylored Psychology also ensure that Autism assessments align with the Autism CRC National Guidelines for the assessment and diagnosis of Autism in Australia. These guidelines state Autism assessments may be undertaken as a Lead Practitioner Diagnostic Evaluation or a Consensus Team Diagnostic Evaluation.
A Lead Practitioner Diagnostic Evaluation or a Consensus Team Diagnostic Evaluation. A Lead Practitioner Diagnostic Evaluation is suited to clients whose clinical presentation is sufficiently clear and a diagnostic decision can be reliably made with high confidence by one suitably qualified and experienced clinician (i.e., paediatrician, or a clinical, educational/developmental, or neuro psychologist).
Consensus Team Diagnostic Evaluations are suited to individuals whose presentation is more complex or subtle, and where an accurate diagnostic determination of these individuals requires assessment from a broader team.
We primarily undertake Lead Practitioner Diagnostic Evaluations by psychologists. A Lead Practitioner Diagnostic Evaluation will result in one of the following three outcomes:
- high confidence that the individual does not meet diagnostic criteria for Autism or another clinical diagnosis.
- high confidence that the individual does meet diagnostic criteria for Autism or another clinical diagnosis.
- high confidence not yet being achieved as to whether the individual meets diagnostic criteria for Autism or another clinical diagnosis, and a Consensus Team Diagnostic Evaluation is required.
Where needed, we can conduct a Consensus Team Diagnostic Evaluation . In these cases, two psychologists (at least one being clinically endorsed) will perform these assessments. In the rare case where a high confidence diagnostic decision cannot be made by us due to the complexity of the presentation, referral recommendations will be provided, and we will collaborate with other clinicians as required to further the assessment.
The following link provides further information regarding assessment for Autism:
Autism Awareness Australia – getting a diagnosis
We also offer Autism Levels Assessments
A levels assessment reviews the severity of functional difficulty that is being experienced to either assign or review the severity level for an Autism diagnosis. Levels assessments occur when there has been a change to someone’s circumstances and the level originally assigned may no longer be accurate. Another reason for a levels assessment is if a severity level was never specified at the time of the Autism assessment/diagnosis. Severity levels range from 1-3, and you can find more information on what each level means below. To undertake a levels assessment, you will need to provide us with evidence of your diagnosis (e.g. assessment report or letter).
What are Autism Levels?
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) outlines the diagnostic criteria for Autism. The DSM-5-TR uses a levels system to enable diagnosing clinicians to specify how much an individual’s Autistic experiences are impacting their functioning and support needs in the areas of social communication and restricted, repetitive behaviours. The level assigned is often used by support services and funding bodies to determine the level of supports required.
The DSM-5-TR outlines three severity levels, which include:
Level 1: Requiring support
Level 2: Requiring substantial support
Level 3: Requiring very substantial support
At the time of assessment and diagnosis, a severity level should be assigned. Unfortunately this a static level, and there is not currently a system that adequately captures the dynamic and ever changing nature of an individual’s functioning and support needs. As such, a reassessment of the severity level can sometimes be needed if someone’s situation changes and the assigned severity level is no longer accurate of current functioning.
What is Autism?
Autism is a neurodevelopment difference, or different neurotype, meaning an Autistic brain is structured differently to a neurotypical brain type. Individuals with an Autistic neurotype think, feel, interact with others and experience the environment in unique ways. The diagnostic criteria for Autism includes differences in the following areas:
Social-emotional reciprocity behaviours
Autistic individuals and the autistic community engage with social interactions differently and have different social norms to neurotypical individuals and communities. For example, an Autistic individual’s social world might thrive on shared interests, alternative forms of communication, including detailed sharing of knowledge or ‘info dumping’, and mutual understanding. These difference can often mean that Autistic people find a neurotypical social world confusing, overwhelming and stressful.
How someone develops, maintains and understands relationships
Autistic people tend to have difficulty developing and maintaining relationships in a neurotypical social world. This tends to be due to having a different approach to how one engages with and understands social interactions. This can look like appearing withdrawn or distant, getting overwhelmed by too much social contact, preferring to spend time alone or having a small number of friends, preferring to interact with people who are a lot younger or older and finding it difficult to understand more subtle social rules and cues.
How someone moves their body and uses speech
Autistic people can have particular preferences for how they move their body and use speech. Often there is a preference for speech and movement to be repetitive. These preferences can feel pleasant, soothing and enjoyable. Traits might include rocking the body, hair twirling, finger/hand twisting, using particular phrases of speech repetitively or saying things a certain way.
Nonverbal communication behaviours used for social interactions
Autistic individuals use their body in different ways when communicating. For instance, Autistic individuals tend to find eye contact awkward and uncomfortable and prefer not to look in someone’s eyes when talking to them. Other differences can include using gestures less or a lot more or using facial expressions differently.
Use of routines, responding to changes/preferences for consistency
Autistic individuals tend to have a strong preference for sameness and consistency. They can find changes to their routine or expectations very distressing and can find it difficult to do things differently or transition between different tasks. This also means that Autistic people tend to have routines or rituals that they like to follow. This can look like eating the same food every day, needing to follow a particular routine when getting ready in the morning or going to bed, or having strong preferences for things being done a particular way.
How someone processes sensory information
The Autistic brain tends to process sensory information differently to the neurotypical brain. This looks different for everyone, but a common experience is a high sensitivity to noise and finding loud noises uncomfortable and even distressing. Other sensory differences might include having strong preferences or aversions to certain textures, finding bright lights painful, being over or under sensitive to temperature or having preferences or aversions to different forms of touch.
How someone engages with their interests and passions
Autistic individuals tend to engage with their interest strongly and tend to have a small number of passions or “spins” (special interest) that they are an expert in, rather than having a large range of interests that they know a little bit about. Spins or passions can sometimes play a very large part in someone’s life, and an Autistic person might have a strong desire to regularly talk about or spend time engaging with this interest. Autistic people can experience a lot of pleasure and enjoyment engaging with their spins, and this engagement is often rejuvenating. When focusing on a spin, the Autistic brain can stay focused and entertained for a long amount of time. These interests tend to be how Autistic individuals connect with others.
Other common Autistic experiences include differences in how someone experiences and responds to their emotions, the ability to learn and engage with social norms or expectations to “fit in” (masking or camouflaging), differences in their intellectual abilities and profile, an ability to think creatively and outside the box and persistent feelings of anxiety.
Another criterion to receive an Autism diagnosis is that the individual experiences functional impacts. This means that the individual has difficulty doing what is needed to get through life. These difficulties can occur across a range of life domains, such as self-care, social, work, school and community use. Specific examples of functional activities that an Autistic person might find challenging include completing household chores, making and maintaining social connections, accessing forms of transport, using the phone, completing schoolwork, finding or maintaining a job, or taking care of themselves. It is important to remember that functional difficulties occur when there is a poor fit between the environment and the individual. Given the world is designed for neurotypical brain types, Autistic individuals often do not experience a good fit between themselves and the environment around them. This is not the fault of the individual, and with appropriate supports, accommodations and understanding, these difficulties can often be reduced, and can help someone move from surviving to thriving within their environment.
The Autistic neurotype is thought to exist on a spectrum. The Autism Spectrum is not linear and varies greatly from one individual to another, reflecting the diversity within the Autistic community. This means that not one Autistic person is the same as another, in the same way that not one neurotypical person is the same as the other. A person’s Autistic experiences are also not static, and can change over their lifetime.
There is no treatment or “cure” for Autism, as it is a difference in how the brain works and does not need to be cured or fixed. Rather, neuro-affirming supports focus on implementing strategies that are tailored to the individual’s unique needs and goals. This can be quite varied, and might look like helping an Autistic person identify their sensory preferences to help them self-soothe, helping them to identify and express their needs in a way that feels comfortable for them or helping them to connect with the Autistic community in their area.
An ADHD assessment gathers comprehensive information about an individual’s behaviour, development, social interaction and functional and cognitive capacity to determine if they meet the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) criteria for Attention-Deficit/Hyperactivity Disorder.
It involves a thorough evaluation of traits such as inattention, hyperactivity, and impulsivity, and their impact on daily life across different settings (e.g., home, school, work).
An ADHD assessment provides valuable information for developing an appropriate support plan and is also valuable to provide recommendations into strategies that may improve an individual’s functioning across different domains of life, particularly work and school. ADHD assessments are typically most useful for school-aged children to inform tailored interventions to support the child with learning. At Taylored Psychology we provide ADHD assessments for children (5+), adolescents and adults.
Adult ADHD Assessments
There can also be a number of benefits for an adult ADHD assessment. However, many adults experiencing ADHD difficulties would benefit from alternative assessment pathways due to different referral questions and support needs. In particular, if you think you may want to seek medication as a treatment option, you would be best to undertake an assessment with a psychiatrist (who are the only medical practitioners in South Australia who can prescribe medications as treatment for ADHD). If you would like to explore your options, an assessing psychologist can discuss the pros and cons of an adult ADHD assessment and the options available to you. This can be done as a standalone appointment, or as part of a larger assessment package. If you are accessing therapy services with a psychologist, you can also enquire with them as to the pros and cons and options available.
What is ADHD?
ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental difference or different neurotype. This means that an ADHD brain is structured differently from a neurotypical brain. Individuals with ADHD experience persistent patterns of attention regulation difficulty, high movement needs, and a tendency to act impulsively. The diagnostic criteria for ADHD, made by the American Psychiatric Association, includes differences in the following areas.
How someone pays attention
Individuals with ADHD may have difficulty maintaining their attention on tasks and are often easily distracted or forgetful. They may also struggle with organisation and following through on instructions or tasks.
Activity level and movement needs
Individuals may experience a sense of restlessness which can be observed by high fidgeting and difficulty remaining seated. However, this doesn’t necessarily mean physical hyperactivity is present for all individuals with ADHD; it can also manifest as inner restlessness or feeling constantly on the go.
How someone makes decisions and regulates their actions
Individuals may act impulsively without thinking about the consequences, experience difficulty controlling their impulses, engage in impulsive decision-making, interrupt others, or engage in risky behaviours.
ADHD can cause a range of challenges for individuals and interfere with everyday functioning. This may include difficulty completing school assignments, performing daily chores, meeting deadlines at work, organising themselves and the things around them, and maintaining relationships. However, there are a number of strengths which also come with ADHD including the ability to think creatively and find unique solutions, performing well under high pressure, and being an energic character.
ADHD experiences vary widely between individuals and may manifest differently overtime due to age and development. ADHD experiences may also present differently based on gender and environmental factors. For example, some individuals may primarily struggle with regulating their attention while another individual may exhibit more hyperactive behaviours.
The exact cause of ADHD is not fully understood, but it is agreed throughout the field that the cause of ADHD involves a combination of genetic, environmental, and neurobiological factors. There have been differences found in brain structure and function, particularly involving neurotransmitter systems responsible for attention and impulse control, which is believed to play a significant role.
Interventions for ADHD typically involve a combination of medication, behavioural therapy, and educational/lifestyle changes, depending on age. Stimulant medications which increase levels of neurotransmitters such as dopamine and norepinephrine are commonly prescribed by psychiatrists and some GP’s. These help improve attention and impulse control. However, it is important to acknowledge that ADHD is a complex condition, therefore treatment approaches need to be tailored to individual needs. Support from family members, educators, and mental health professionals is essential to help individuals with ADHD through their experiences and thrive in various aspects of life.
ADHD Assessment Pathways
Depending on age, there are different options for obtaining an ADHD assessment and diagnosis. ADHD is not eligible within the Complex Neurodevelopmental Disorder Scheme and therefore a referral cannot be done for this. The pros and cons of each option are provided below to assist with making your decision about what pathway and healthcare practitioner is appropriate for you or your family.
Clinical Psychologists (all ages)
- Can formally diagnose ADHD
- Can offer cognitive and other psychological assessments if required.
- Cannot prescribe/manage medication.
- A report from a psychologist provides a comprehensive overview of the assessment as well as recommendations for support at school/work and home.
Paediatricians (Children)
- Can formally diagnose ADHD
- Can prescribe medications
- Can explore and manage relevant medical concerns.
- Do not routinely provide comprehensive reports or recommendations for supports.
- Will need to do their own assessment before prescribing medication, even if a psychologist has completed an assessment.
- Their report providing a diagnosis and treatment plan can be given to a GP for the GP to provide ongoing care and medication.
Psychiatrists (older adolescents & adults)
- Can formally diagnose ADHD.
- Can prescribe medications.
- Can explore and manage relevant medical concerns.
- Do not routinely provide comprehensive reports or recommendations for supports.
- Will need to do their own assessment before prescribing medication, even if a psychologist has completed an assessment.
- Their report providing a diagnosis and treatment plan can be given to a GP for the GP to provide ongoing care and medication.
Cognitive and learning assessments gather information about an individual’s cognitive and academic strengths, weaknesses, and overall functioning. These assessments provide a comprehensive evaluation of an individual’s intellectual abilities, academic skills, and, if necessary, adaptive and socio-emotional functioning. This can help inform educational planning and intervention strategies for caregivers and educators.
These assessments are used to identify learning difficulties, developmental delays, intellectual disability/giftedness, or other conditions that may impact an individual’s educational or functional performance.
The results of the assessment help in the development of tailored educational plans, interventions, and accommodations specific to the individual.
Nonverbal cognitive assessments
When necessary we can do fully non-verbal cognitive/intellectual assessments for people aged 5-21 years using the Universal Nonverbal Intelligence Test 2 (UNIT 2). The UNIT 2 provides a multidimensional assessment of intelligence in a completely nonverbal format. Nonverbal assessments are suitable for individuals who may be nonspeaking, have language difficulties or a language disorder, have hearing difficulties, or come from a non-English speaking background.
What is a Specific Learning Disorder?
A Specific Learning Disorder is a neurodevelopmental difference characterised by persistent difficulties in learning and using academic skills in one or more areas. These difficulties typically manifest during formal schooling and can significantly impact academic performance. To meet the Diagnostic and Statistical Manual of Mental Disorders, Text Revision (DSM-5-TR) criteria for an SLD an individual must have significant deficits in their learning and must have undergone targeted intervention addressing their learning needs.
Targeted intervention can be undertaken in childhood and adulthood, and can look different based on individual circumstances. To meet the requirements of targeted intervention, the individual needs to have had regular (at least weekly), structured support that addresses the specific learning need (reading, writing or mathematics) for an extended period (usually six months). Examples of targeted intervention include school-based intervention programs (e.g. MiniLit, MaqLit, and Elementary Maths Mastery), tutoring that follows an intervention program, parent supported intervention that follows a formal program, or intervention from a formal support service (SPELD SA). Typically children will access supports through their school, and adults will access supports through a private tutor or organisation such as SPELD SA.
There are three primary types of SLD’s recognized in the DSM-5-TR:
Impairment in reading (also referred to as Dyslexia)
An SLD with impairment in reading refers to individuals who may have difficulty with accurate and fluent word recognition, decoding, spelling, and reading comprehension. It can result in slow and laborious reading, difficulty understanding written text, and correspondingly, challenges with spelling and writing.
Impairment in mathematics (also referred to as Dyscalculia)
An SLD with impairment in mathematics refers to individuals who have difficulty understanding numerical concepts, performing mathematical task, and solving mathematical problems. Dyscalculia primarily affects mathematical abilities. Individuals with dyscalculia may struggle with understanding numerical concepts, performing mathematical operations, and solving mathematical problems. They may have difficulty with basic arithmetic, such as addition, subtraction, multiplication, and division, as well as with more complex mathematical tasks.
Impairment in writing (also referred to as Dysgraphia)
An SLD with impairment in writing refers to individuals who difficulty with legible handwriting, spelling, grammar, and communicating through writing. They may also struggle to organise written work.
The assessment process may involve some or all of the following steps:
- Pre-assessment questionnaire
- Initial interview (developmental/biopsychosocial history/review of referral question/selection of assessment package)
- Review of collateral information (reports, assessments, letters)
Psychometric test battery administration/testing sessions - Behavioural observations
- Report preparation
- Feedback session
The initial interview (approximately one hour) will be scheduled first. If the referral question and/or history are complex, additional time may be needed to complete the initial interview. You will also be sent out a pre-assessment questionnaire to be completed prior to the initial interview. This is to gather background information on you (or your child).
After the initial interview and confirmation of the assessment required, a series of appointments will be scheduled. Depending on the test battery required, the psychometric testing can take place over several sittings (of approximately two hours each) across a number of weeks. Many of our psychometric tests are administered using iPads, or via an online function, which can be a fun approach to undergoing testing.
Observation sessions (approximately one hour) may also be scheduled around the time of testing if required. Charges for travel time will also apply.
The report is then prepared, which can take up to six weeks. Our reports are comprehensive and provide information on your history and background, assessment findings, diagnostic considerations (where relevant) and recommendations for further treatment/support. If appropriate, our reports can also be used to apply to the NDIS and other funding bodies.
Once the report is complete a feedback session will be scheduled. This session provides an overview of the assessment results, any relevant diagnostic considerations and an overview of the recommendations.
Overall, the full assessment process may take two to three months to complete.
Please ensure you arrive on-time to your scheduled appointments. If you arrive late and testing cannot be completed additional costs will be incurred because of the need to schedule additional appointments.
What happens after an assessment?
After the feedback session you will be provided with your assessment report, and may also be provided with additional resources and information, depending on the results of the assessment. If after the feedback session and reading the report you would like further support from Taylored Psychology, please reach out.
It may be that the results of an assessment point to the need for even further assessments of different types. For instance, you may need to undergo a functional capacity/adaptive functioning assessment following an academic/learning abilities assessment if you plan to apply for the National Disability Insurance Scheme (NDIS). Furthermore, even though it was thought a particular assessment would provide an explanation or diagnosis for a range of symptoms, this may not always be the case – symptoms can be explained by many different diagnoses. We will do our best to avoid such an outcome by carefully selecting the test battery.
We adopt a neuro-affirming approach.
What do we mean when we say we provide neuro-affirming assessments? Neuro-affirming is a term that refers to an approach, mindset, or perspective that acknowledges and validates the diverse ways in which individuals experience neurodiversity. It emphasizes acceptance, respect, and celebration of neurological differences, rather than pathologizing or stigmatizing them.
Neurodiversity is the concept that neurological differences, including variations in brain structure and function, are natural and valuable aspects of human diversity. These differences encompass Autism, ADHD, dyslexia and other neurodevelopmental variations.
A neuro-affirming approach recognizes that everyone’s brain functions uniquely and that there is no single “right” way for brains to operate.
It promotes the idea that neurodivergent individuals have their own strengths, abilities, perspectives, and ways of processing information that should be respected and accommodated.
Practices and attitudes that are neuro-affirming include:
- Respecting individual differences: Recognising that each person’s neurological makeup influences how they perceive the world, think, feel, behave interact with others, and learn.
- Using identify-first language: This means using language that put the identity or disability before the person (Autistic person), rather than putting the person before their disability (e.g. person with Autism). The preference for identify-first language has come from the Autistic community, as being Autistic is an inherent part of a person’s, rather than an addition to it.
- Avoiding the use of disordered language: Autism has historically been referred to as a disorder and framed as an illness under the medical model. A neuro-affirming approach views Autism and other neurodivergences as a natural variation and difference in human neurobiology.
- Empowering self-advocacy: Supporting individuals in understanding and advocating for their own needs, preferences, and accommodations.
Providing inclusive environments: Creating spaces, communities, and systems that accommodate diverse neurotypes, fostering belonging and participation for all. - Challenging stigma and discrimination: Addressing stereotypes, misconceptions, and biases related to neurodiversity, and promoting understanding, empathy, and acceptance.
- Celebrating strengths and contributions: Highlighting the unique talents, skills, and perspectives that neurodivergent individuals bring to their communities and societies.
Overall, a neuro-affirming approach aims to promote inclusivity, equity, and dignity for all individuals, regardless of their neurological differences, and to create a world where everyone is valued and respected for who they are.