Practitioners at RMPS are unique in that we have experience in identifying and assessing for Autism Spectrum Disorders in individuals from ages 2-35 (and beyond!). When completing assessments, our first question is always “what does this individual need from this assessment?” They may need the label in order to qualify for supports and services. Or, if they are an adult, they may be seeking the assessment in order to understand their own life and situation better. Our next question is “what information or assessment has already been done?” We always seek to streamline our assessment process to the extent possible by using already available data so that our clients are not doing more assessment or spending more time or money than they need to. For these reasons, Autism Assessment at RMPS is not a’ one size fits all’ process. However, clients can be assured that no matter what is determined to be the most appropriate assessment process for the individual, each Autism Assessment will include: thorough history-taking, in-person observation of the individual participating in tasks that involve social interactionskills and perspective-taking as well as cognitive flexibility, and the assessment will be completed by psychologists who have proven experience and background in identifying and working with individuals who have Autism Spectrum Disorders that range from mild to severe.

The components of an Autism Assessment may include:

  • Clinical Interview to gather background history
  • Autism Diagnostic Interview-Revised (ADI-R)
  • Autism Diagnostic Observation Schedule-Revised (ADOS-R)
  • Cognitive assessment
  • Speech and Language Assessment (completed by Speech and Language Pathologist)
  • Preschool/Daycare/School Observation
  • Standardized Questionnaires completed by School/Parents/Others regarding behaviour, social skills, social pragmatics, adaptive skills, and sensory processing.

At the end of the assessment process, results of the assessment are reviewed with the client and/or their family. Recommendations are made for next steps which may include suggestions for treatment, how the school can best support the child, where families can get information and access programs or supports, strategies that can be implemented, or what kind of therapies are recommended. The individual or family will receive an assessment report that will outline the assessment, what was done, and recommendations, which can be shared with physicians, schools, treatment programs, other professionals (e.g., speech pathologist, occupational therapist), and government programs (e.g., applications for FSCD, AISH, PDD, Disability Tax Credit).