​Neurodiversity Affirming
Autism Identification/Assessments for Children
Autism Assessments at Nurture Allied Health SA are currently only conducted by our autistic founder who received her autism diagnosis in adulthood (#ActuallyAutistic). Pulling from her lived experience and passion for the Neurodiversity movement, Vanessa aims to provide neuroaffirming and strength-based approaches to both the assessment process and reporting.
Face to face assessments are available from either our Beulah Park or Salisbury clinic here in Adelaide. Tele-health assessments are also available for children living interstate. Please note that tele-health assessments might not be suitable for everyone - please contact the clinic at (08) 8102 4209 to speak to Vanessa regarding suitability.
The MIDGAS-2, the most neuroaffirming autism diagnostic tool currently available, will be used during the assessment process. The DSM-V diagnostic criteria for Autism will also be used.
Assessment Process
Questionnaires will be sent out to gain information around your concerns, and your child's needs and presentation. A parent/carer questionnaire will need to be completed by the child's caregivers and the teacher questionnaire needs to be completed by the child's educator. These questionnaires need to be completed at least a week before the appointment.
During the appointment, a clinical interview is conducted with the child's parents/caregivers using MIDGAS. The other clinician will concurrently spend time with the child to obtain further information through observations and probing.
An optional feedback appointment can be conducted on a different day, where the outcome of the assessment and any supports and accommodations that may benefit the child is discussed. Feedback may include suggestions for referrals to other practitioners.
Diagnosis Requirements
According to Australia's National Guideline for the Assessment and Diagnosis of Autism published by Autism CRC in 2018, a multidisciplinary approach assessment by qualified professionals (Psychologists, Psychiatrists, Speech Pathologists, Occupational Therapists or Paediatricians) is recommended. The guideline states that single diagnostic assessments should only be completed by a clinical psychologist.
Vanessa collaborates with Registered Psychologist Jordan Cheetham to form a consensus team to provide dual autism assessments.
Assessment Tool - MIGDAS-2
Unlike other tests for identifying autism, the MIGDAS is an interview process that encourages evaluators to follow the agenda of the individual to explore that individua's sensory-driven worldview as the individual interacts with sensory tools and discusses preferred topics. It is a method that involves dynamic interaction between the evaluators and the individual. The sensory tools and topics used will vary depending on the individual's particular interests.
With the MIGDAS, the evaluators gather systematic, descriptive information about the individual in three key areas: language and communication, social relationships and emotional responses, and sensory use and interests. The descriptive profile of the individual's traits can be compared to those typically seen in autistic and allistic individuals (individuals who are not autistic).
Most tests require the individual to conform to the agenda of the evaluators. Some individuals with autism are adept at following adult prompts and may not show enough of their underlying traits in standardized test situations.
Standardised autism evaluation measures, such as the ADOS, provide important information that helps evaluators recognise the pattern of traits associated with autism. However, because the presentation of the presses or tasks is standardised, the examiners set the agenda and the individual/child is required to follow the agenda of the adults. As a result, many times not enough of an individualized profile emerges and it becomes difficult to describe the individual in an authentic and unique way. The emphasis is placed on the quantitative scoring criteria and subtle details about the individual's responses are lost. Many times, evaluators may feel that they are left with a score but not with a sample of behaviour that captures the individuals' unique agenda and way of organising information when relating to the world.
Using a sensory-based diagnostic interview allows evaluators to experience the individuals' natural drive for sensory-driven play. The process helps assess how difficult it is for an individual to participate in social communication exchanges in a way that is not as inherently possible when administering standardised autism evaluation measures.