ASD is a neurodevelopmental disorder that affects 1 in 160 children worldwide (World Health Organization (WHO), 2021). According to WHO, ASDs are a diverse group of conditions, with a core set of diagnostic features but varying characteristics. Individuals living with ASD experience some degree of difficulty with social interaction and communication. Additional characteristics can include atypical or repetitive patterns of activities and behaviours, such as difficulty with transitioning from one activity to another, a focus on details, and over- or under-reaction to sensory experiences (hyper- or hypo-sensory sensitivity).
What is ASD?
ASD is a neurodevelopmental disorder that affects 1 in 160 children worldwide (World Health Organization (WHO), 2021). According to WHO, ASDs are a diverse group of conditions, with a core set of diagnostic features but varying characteristics. Individuals living with ASD experience some degree of difficulty with social interaction and communication. Additional characteristics can include atypical or repetitive patterns of activities and behaviours, such as difficulty with transitioning from one activity to another, a focus on details, and over- or under-reaction to sensory experiences (hyper- or hypo-sensory sensitivity).
Assessment and identification of ASD is important in order to access appropriate home and school-based interventions for children, and home and community supports for adults on the spectrum. “A broad range of interventions, from early childhood and across the life span, can optimize the development, health, well-being and quality of life of people with ASD. Timely access to early evidence-based psychosocial interventions can improve the ability of children with autism to communicate effectively and interact socially” (WHO, 2021).
You may suspect that you or your child has Autism Spectrum Disorder (ASD) if you/they are exhibiting some of the common signs or “flags.” These may include:
- Difficulty or discomfort with maintaining eye contact
- Delays in developing early milestones (eg, walking, talking)
- Limited pretend and imaginative play
- Repetitive movements of the fingers, hands, or whole body
- Sensitivity to noises, lights, and other sensory information
- Difficulty controlling emotional responses
However, many of the above features can also be signs of other developmental disorders or underlying mental health challenges. These features may also present as “subclinical,” which is when features may present as consistent with ASD, but do not meet the diagnostic criteria in frequency, intensity, or duration. This is why a comprehensive assessment is important to determine whether what is being observed is truly ASD (or not) or if it may be better understood as an underlying mental health, learning, or neurodevelopmental disorder.
ASD Assessment - What to expect:
Child & Youth ASD Assessment
An ASD assessment involves parent interview, direct testing, and rating forms from the child/youth’s school and family to inform functioning across a variety of settings. Parents/guardians can expect to receive a comprehensive report at the end of the assessment, which outlines all relevant background information, assessment data, and clinical outcomes, as well as recommendations for home and school supports.
Adult ASD Assessment
An adult ASD assessment involves a diagnostic interview and direct testing, with self-report rating forms investigating social and emotional functioning. Clients can expect to receive a comprehensive report at the end of the assessment, which outlines all relevant background information, assessment data, and clinical outcomes, as well as recommendations for community resources and relevant strategies and supports. Educational and vocational recommendations for accommodations may be provided where relevant.
Assessment Measures
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Cognitive – measures higher order reasoning abilities and underlying cognitive proficiencies or supports. A cognitive assessment provides an understanding of intellectual functioning, or IQ, across verbal reasoning, perceptual reasoning, working memory, and processing speed.
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Academic (when deemed appropriate) – measures academic skills related to oral language, reading, written expression, and mathematics. Sometimes a visual-motor integration task is included.
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Memory – measures short term and delayed memory in visual and auditory domains.
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Executive Function – measures brain-based skills required to plan and direct activity and to regulate behaviour. Executive functions are distinct yet interrelated and include inhibitory control, working memory, emotional control, sustained attention, task initiation, planning/prioritization, organization, time management, goal directed persistence, flexible thinking, and meta-cognition.
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Social-Emotional – rating forms that are used to understand how an individual thinks, feels, and behaves in the home, community, and school or work settings.
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Autism – measures the presence of ASD-related symptoms through the use of 2 “gold- standard” assessment tools (ADOS-2 and ADI-R are described further below)
The ADOS-2 is play-based semi-structured tool used to evaluate communication skills, social interaction, and imaginative use of materials in individuals who are suspected to have ASD, which takes around an hour to complete. The ADI-R is used to support with understanding developmental history in children and youth. It is a parent interview that typically takes between 2 to 3 hours and can be completed in person at the office or remotely.
Why get an ASD Assessment?
There are a range of services in Calgary and area for individuals on the spectrum. For instance, families of children with ASD may benefit from accessing specialized therapeutic services within the home setting. As children get older, they may require an adapted school program with specialized supports and strategies tailored to their individual needs and strengths.
Transitioning to adulthood can also be a time of great change and stress. There are supports for young adults on the Autism Spectrum designed to aid in this transition, as well as in educational and vocational placements.
Many youth and adults also wonder whether their differences may be in line with an ASD. A diagnosis can support with understanding individual differences and strengths. Many youth report feeling relief, acceptance into the ASD community, and a better understanding of themselves.
Dr. Droucker has been working with children and adults living with ASD, and their families for over 10 years. She has been trained in the use of “gold-standard” assessment tools for children and adults who may fit criteria for ASD.
If you are interested in booking an ASD assessment, visit Jane App to schedule your intake meeting with Dr. Droucker or a free 15-minute consult call to find out more.
