Autism Assessments in Adelaide

Autism Spectrum Disorder (ASD) is a developmental disorder which is characterised as an impairment in social communication and repetitive or restricted patterns of behaviour, interests and activities.

ASD affects how a person understands and interacts with the world around them. ASD is a spectrum, which means it can look different from one individual to another. Some people may need significant support in daily life, while others may require little to none.

Understanding autism means recognising both the strengths and challenges a person may experience.

What are the Common Features of Autism?

Children and young people on the autism spectrum often show unique patterns of behaviour, thinking, and responding to their environment. These can vary widely depending on the individual and may change over time, especially if given the right support.

The examples below highlight some of the possible behaviours, differences, and difficulties that may be observed in school-aged children and young people on the autism spectrum.

It is important to remember that seeing one or two of these traits in isolation does not necessarily mean a child has autism. Many of these behaviours can also be seen in children with other developmental, emotional, or environmental challenges.

However, when several of these features are present across different settings (such as at home, school, and in social environments) and is persistent over time, it may be helpful to seek a professional assessment to explore whether autism, or another condition, may be contributing.

Some common features can include:

• Social Approach / Initiating: A desire to interact may be present but might struggle to start or join social interactions in typical ways.
• Responding in Social Situations: Responses may be delaying, limited, or appear different from peers, affecting shared play and communication.
• Conversation: May be difficulties with turn-taking, staying on topic, or shifting focus away from personal interests.
• Non-Verbal Communication: Eye-contact, gestures, facial expressions, and use of personal space may be different or appear mismatched/unusual.
• Social Relationships: Forming and maintaining friendships can be difficult due to challenges in understanding social cues and expectations.
• Sharing and Interacting Through Play: Play may be more solitary, rule-based, or scripted, with limited flexibility or imagination in group settings.
• Preferences for Sameness: A strong preference for routines and familiar patterns can lead to distress when faced with unexpected changes.
• Adherence to Routines: Specific sequences or rules may be followed rigidly, and changes to routine can cause discomfort or anxiety.
• Ritualistic Behaviours: Repetitive actions or routines, whether verbal or physical, may be carried out in specific ways and can cause distress if disrupted.
• Focused Interests and Passions: Interests may be unusually intense or specific and sometimes centring on topics that are highly detailed or uncommon.
• Perseverative Nature of Interests: These interests may dominate conversations or activities, making it hard to shift focus.
• Intense Attachment to Objects or Interests: May form strong emotional connections with specific objects, which can offer comfort but may seem unusual or persist beyond expected developmental stages.

Sensory Challenges

Often children and young people with autism may experience the sensory world differently. Some may seek out certain sensations, while others may be overwhelmed by them. These sensory differences can affect how an individual participates in daily life.

Visual

• May be fascinated by light, movement, or patterns.
• May avoid bright or flickering lights, or need specific lighting to feel comfortable.

Auditory

• May listen closely to specific sounds, can be through holding objects close to the ear.
• May be distressed by certain noises (e.g., hand dryers, loud crowds, etc.) and may use headphones or other methods to manage.

Tactile (Touch)

• May frequently touch or chew on objects, or may prefer tight-fitting clothing.
• May avoid certain clothes, foods, or hygiene tasks due to strong dislike to specific textures, fabrics, or sensations on the skin.

Olfactory (Smell)

• May sniff objects, people, or food in unusual or repetitive ways.
• May react strongly to certain smells and avoid places or items with particular smells, including food and personal care products.

Pain and Temperature

• May seek extreme temperatures or show little awareness of pain or discomfort, wearing weather-inappropriate clothing or reacting differently to injuries.

If you have concerns about a child or young person showing several of these features across different settings and over time, it may be helpful to consult with a psychologist for a formal autism assessment.

What is Our Process?

An autism assessment for children and young adults (aged 6-25 years old) involves a diagnostic interview with a parent, screener measures from both the home and school/out of home setting, and an observation measure with the individual.

We complete this assessment in one appointment over 3 hours. This appointment will involve the diagnostic interview, diagnostic observational assessment and brief verbal feedback, with a comprehensive written report to be provided in approximately 2 weeks post assessment.

At Waterman Psychology we use the following tools:

• The Social Communication Questionnaire (SCQ) – This form is completed by a parent to gain information about the individual’s functioning and developmental history in relation to symptoms associated with ASD.
• Social Responsiveness Scale 2nd Edition (SRS-2) – This form is completed by a teacher to gain information about the individual’s functioning, identify social impairment associated with ASD and quantifies its severity.
• Autism Diagnostic Interview – Revised (ADI-R) – This interview is designed to obtain a full range of information needed to diagnose ASD and to differentiate symptoms from other disorders. This interview is conducted with a parent or caregiver who has a good understanding of the individual’s developmental history and current behaviour.
• Autism Diagnostic Observation Schedule 2nd Edition (ADOS-2) – This is an assessment tool used to observe the individual’s behaviour during specific tasks and activities.
• Adaptive Behaviour Assessment System 3rd Edition (ABAS-3) – This questionnaire measures the individual’s daily living skills.

Following the assessment process, our psychologists will provide a comprehensive report outlining all the results, and a range of detailed recommendations that are specific to the needs of the individual. The psychologist will also provide guidance on what to do after a diagnosis.

At Waterman Psychology, you can add any of our other assessments to an autism assessment at an additional cost. We aim to keep our prices low, and therefore by adding any of our other services, they will be at a discounted price.

Waterman Psychology offers the following types of autism assessments:

• Single Autism Assessment
• Autism and ADHD Assessment
• Autism and Educational Assessment
• Autism, ADHD and Educational Assessment

Please be aware, if you would like to complete an autism and educational assessment, this will need to be completed over two appointment times.

Psychologists in our psychology assessment-based clinic in Adelaide provide recommendations on how to support someone after an autism diagnosis, and how to continue to assist them in the future. When requested, we make referrals to other medical and allied health professionals, including paediatricians, psychologists, speech pathologists, and others. See our full range of psychological assessments in Adelaide.