Two people sitting across from each other at a table, in a therapy session; one using a laptop, the other with an open notebook, a glass of water, and a pen on a notepad; floral arrangement in a vase and decorative items in the background.

Child Autism Diagnostic Assessment

Autism diagnostic assessments aim to build a clear, evidence-based understanding of a child or young person’s developmental profile, strengths, and needs. Our assessments are delivered with sensitivity and respect, helping families make informed decisions and access the right support.

A man sitting on a bench, writing in a notebook with a pen, wearing a gray polo shirt and white pants. There is a plant and abstract artwork in the background.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition affecting social communication, interaction, and behaviour. It is described as a spectrum because the type and intensity of characteristics vary widely between individuals. Autism is not caused by parenting or environmental factors.

What is Autism?

An autism assessment may be helpful for children who:

Find it difficult to make or maintain friendships, or prefer to play alongside rather than with others
Experience challenges with school attendance, classroom demands, or coping with changes in routine
Seem overwhelmed by noise, busy environments, clothing, or other sensory experiences
Communicate differently, such as finding conversations hard to navigate or preferring predictable topics
Appear anxious, distressed, or exhausted by everyday social or environmental demands

Who Are Assessments For

When an Assessment May Be Helpful

An autism assessment may be helpful when:

A child or young person expresses that they feel different from others, or struggles to explain why certain situations feel harder for them
Differences are becoming more noticeable as social, academic, or environmental demands increase
Challenges are affecting confidence, emotional wellbeing, friendships, or school attendance
Families or schools are unsure how best to understand or support a child’s needs
There are ongoing questions despite previous support or strategies being in place

What the Assessment Involves

Step 01

Initial enquiry and screening begins with an initial enquiry and completion of screening questionnaires to help us understand the concerns and consider whether a full diagnostic assessment is likely to be appropriate.
Step 02

Review and planning involves careful consideration of all available information so that the assessment approach is tailored to the child or young person, and in some cases guidance or consultation may be recommended instead of a full assessment.
Step 03

Developmental history with caregivers explores early development and how the child or young person’s profile has changed over time, sometimes using a structured informant interview such as the ADI-R.
Step 04

Direct assessment and clinical observation involves seeing the child or young person for one or more appointments using observation, interaction, and structured activities, with standardised tools such as the ADOS-2 used where clinically appropriate.
Step 05

Multidisciplinary clinical integration brings together information from across the assessment through an experienced multidisciplinary team to develop a clear clinical formulation.
Step 06

Written report and feedback involves sharing a comprehensive written report with families, followed by a feedback appointment to discuss conclusions, answer questions, and consider next steps.

Report Recognition & Professional Standards

Assessments at Seafield Psychology are conducted by HCPC-registered Clinical Psychologists and other appropriately registered professionals, including Registered Nurses and Speech and Language Therapists. All clinicians involved in the assessment process have several years of experience delivering neurodevelopmental assessments within NHS services.

Assessments are overseen by Dr Catriona Amberton, Clinical Director of Seafield Psychology and Team Lead for a commissioned autism diagnostic service in West Essex. This ensures that assessment processes mirror established NHS pathways in structure, governance and clinical standards.

Assessments are aligned with NICE guidance and, where clinically indicated, incorporate gold-standard tools such as the ADOS-2 and ADI-R. Reports are comprehensive and suitable for sharing with schools, GPs, local authorities, employers and other professionals. They can contribute to EHCP processes and requests for reasonable adjustments where appropriate.

For some families, assessment provides a framework for understanding long-standing differences and advocating for appropriate support.

Waiting Times

Appointments are typically available within a few weeks of initial enquiry. Following completion of the assessment process, reports are usually provided within two to three weeks.

NHS waiting times for neurodevelopmental assessments can often extend to many months or longer. A private assessment can offer clarity and support sooner, allowing families to move forward with appropriate understanding and planning.