ASD Assessment

Our clinicians make the diagnosis of autism based on their clinical observations, gathering a comprehensive developmental history, using different rating scales and structured interviews with your child in addition to a comprehensive needs assessment, assessment for comorbidities and ruling out other possibilities leading to the current challenges.

The National guideline for the assessment and diagnosis of autism spectrum disorders recommends that autism diagnosis should include two standard assessments, comprehensive needs assessment and diagnostic evaluation.

The comprehensive needs assessment includes an assessment of functioning and medical evaluation.

Assessment of functioning looks at your child’s strengths and abilities in areas like daily living skills, communication and thinking. It also looks at your child’s support needs, health, medical history and family history. This assessment can be done by our psychiatrists, psychologists, occupational therapists or specialised GP. A psychiatrist, specialised GP, or paediatrician does a medical evaluation.

The National guideline recommends a diagnostic evaluation to determine whether autism best explains your child’s behaviour.

Our psychiatrists, psychologists, or specialised GP in ASD assessment might do the evaluation. The evaluation might involve a team of professionals, including them, in addition to an occupational therapist or a speech pathologist. When a team of professionals is involved, it is called a multidisciplinary assessment. Some of the testing that they used are the followings:

Autism Diagnostic Observation Schedule – Second Edition (ADOS-2)

The Autism Diagnostic Observation Schedule-2nd Edition (ADOS-2) is a semi-structured set of play-like activities and interview questions administered to the young person by an unfamiliar clinician. The ADOS-2 assesses reciprocal social interaction and communication skills, imaginative play skills, and observations of any repetitive behaviour and restricted interests. 

Social Responsiveness Scale 2nd Edition. (SRS-2)

The Social Responsiveness Scale 2nd Ed. (SRS-2) is based on parent/carer/teacher observations and ratings of a child’s social behaviour at home, school and in the community. The SRS-2 yields a Total Score which is a composite measure of a child’s reciprocal social behaviour from measures on five subscales of Social Awareness, Social Cognition, Social Communication, Social Motivation and Restricted Interests and Repetitive Behaviour. The Total Score is a strong indicator of Autism Spectrum Disorder.

Social Communication Questionnaire (SCQ) – Lifetime

The Social Communication Questionnaire (SCQ Lifetime) surveys communication skills and social behaviours characteristic of autism throughout the child’s developmental history, especially in the period between 4 and 5 years of age.

Developmental, Dimensional and Diagnostic Interviews (3Di5)

Developmental, Dimensional and Diagnostic Interview (3Di) is “A revolutionary, computer-based interview for the diagnosis of autism and related disorders in children”. 3Di is a computer-based programme used to diagnose autism and related disorders in children. The interview emulates Autism Diagnostic Interview (ADI-R) algorithms, but unlike that interview, it is focused largely on current rather than historical behaviour of note. Consequently, it has high levels of agreement with the Autism Diagnostic Observation Schedule (ADOS) in clinically significant autistic disorders. It is also DSM-5-compatible.

The Developmental, Dimensional, and Diagnostic Interview (3Di; Skuse et al. 2004) is a standardised, computer-based diagnostic interview in which individual scores of children from the age of 3 years old and upward in both clinical and normal populations with suspected autism spectrum disorder (ASD) can be scored in terms of their severity, frequency, and comorbidity. The interview offers a dimensional assessment across the full range of autism spectrum characteristics. 3Di was primarily developed to assess children of school age with normal-range cognitive abilities. With simple modifications, the 3Di can also be used with younger children (from 2 years of age) as well as those with moderate or severe mental retardation.

This report includes the extended module for ASD assessment and some additional questions to get a more comprehensive understanding of the Patient presentation.

Adaptive Behaviour Assessment System 3rd Edition. (ABAS-3)

The ABAS-3 measures adaptive skills required to independently care for oneself, respond to others, and meet environmental demands in a multitude of environments (Harrison & Oakland, 2015). Adult populations aged between 16 to 89 years can complete the adult form, and parents of a child aged between 5 to 21 years can complete the parent form. For children, the ABAS-3 measures a child’s development of adaptive behaviour across nine areas of skill which are then grouped into three broad domains (Conceptual, Social & Practical) and reflect living skills needed to successfully function in the home, school and community. Measures are derived from ratings made by parents and teachers based on their observations of the child’s demonstrated practice of living skills.

The nine areas of living skills surveyed by the ABAS-3 are Communication, Community Use, Functional Academics, Home Living, Health & Safety, Leisure, Self-Care, Self- Direction, Social and Work. The ABAS-3 yields standardised scores normed against the child’s age group for each of the nine skills areas and four composite scores reflecting the overall development of adaptive behaviour (General Adaptive Composite or GAC score) and development of adaptive behaviour in the three broad domains of Conceptual (Communication, Functional Pre-Academics, Self-Direction), Social (Leisure, Social) and Practical skills (Community Use, Home Living, Health and Safety, Self-Care). These scores are presented in the tables below.