Autism
An autism assessment at Balanced Kids Psychology is a thorough, two-part process designed to give you and your child's support team a complete and accurate picture. It draws on two gold-standard tools: the ADOS-2 (Autism Diagnostic Observation Schedule, Second Edition) — a structured, play-based session where your child completes activities and conversations with the psychologist, allowing for direct observation of social communication and behaviour — and the ADI-R (Autism Diagnostic Interview, Revised), an in-depth interview conducted with parents or carers that explores your child's developmental history, early milestones, and current day-to-day experiences. Together, these two assessments are considered the most reliable combination available for diagnosing autism in children. The process is unhurried and child-led, with your child's comfort always the priority. At the end, you'll receive a comprehensive written report with a clear explanation of the findings and practical recommendations for school, home, and any further support.
How is autism assessed?
Autism assessments include developmental history, standardised assessments, clinical interviews, behavioural observations and questionnaires completed by parents and teachers.
What instruments are used?
Every assessment starts with a parent-only interview where an autism screener will be administered, one may also be completed by th eclassroom teacher. If these, along with information collected by the psychologist shows that firther investigation is necessary, two further assessments will be booked.
1. The ADOS-2 (Autism Diagnostic Observation Schedule, Second Edition) is a one and a half hour assessment with the child and psychologist, and, if the child is younger, will include the parent. This assessment allows the psychologist to observe the child in play and social interactions.
2. The other assessment tool is the ADI-R (Autism Diagnostic Interview-Revised) which is a 3 hour interview with the parents or carers of the child and evaluates the main functional areas of the child's development: language and communication, reciprocal interactions, and repetitive or restricted behaviours.
These assessment tools are considered the gold-standard in developing a comprehensive diagnosis for autism.
At what age can autism be diagnosed?
Autism can often be identified in early childhood, although many children and adolescents are diagnosed later depending on their presentation.
What happens after an autism diagnosis?
Families receive a comprehensive report, practical recommendations and support navigating services, schools and funding pathways where appropriate.
Is your assessment neuroaffirming?
Yes. Assessments recognise autistic differences without viewing autism as something that needs fixing, focusing instead on understanding each individual's profile.
Can girls present differently with autism?
Yes. Many autistic girls present differently from boys and may camouflage their differences (masking), making assessment by an experienced clinician particularly important.
What is masking?
Masking is when an autistic person consciously or unconsciously hides, suppresses or compensates for their natural autistic traits in order to fit in with social expectations. This might include forcing eye contact, copying other people's facial expressions or social behaviours, rehearsing conversations, hiding sensory discomfort or pushing through overwhelming situations. While masking can help someone navigate social environments, it often requires significant mental effort and can lead to exhaustion, anxiety, burnout and a delayed autism diagnosis. Masking is particularly common in autistic girls and adolescents, who may appear to cope well at school despite experiencing significant internal stress. A neuroaffirming assessment considers both a child's outward presentation and the effort it takes them to meet everyday expectations.