Autism Assessment Tools

Assessment Tools

It is worth noting that the information contained below is in keeping with current medical terminology and does not represent the views or opinions of the authors.

According to NICE guidelines, a comprehensive assessment should:

• be undertaken by professionals who are trained and competent
• be team-based and draw on a range of professions and skills
• where possible involve a family member, partner, carer or other informant or use documentary evidence (such as school reports) of current and past behaviour and early development

At the beginning of a comprehensive assessment, discuss with the person the purpose of the assessment and how the outcome of the assessment will be fed back to them. Feedback should be individualised, and consider involving a family member, partner, carer or advocate, where appropriate, to support the person and help explain the feedback.

During a comprehensive assessment, enquire about and assess the following:

• core autism features (difficulties in social interaction and communication and the presence of stereotypic behaviour, resistance to change or restricted interests) that have been present in childhood and continuing into adulthood
• early developmental history, where possible
• behavioural problems
• functioning at home, in education or in employment
• past and current physical and mental disorders
• other neurodevelopmental conditions
• hyper-and/or hypo-sensory sensitivities and attention to detail

Carry out direct observation of core autism features especially in social situations.

Formal Assessment Tools

To aid more complex diagnosis and assessment for adults, consider using a formal assessment tool.

For those who do not have a learning disability:

• the Adult Asperger Assessment (AAA; includes the Autism-Spectrum Quotient (AQ) and the Empathy Quotient (EQ))
• the Autism Diagnostic Interview - Revised (ADI-R)
• the Autism Diagnostic Observation Schedule - Generic (ADOS-G)
• the Asperger Syndrome (and high-functioning autism) Diagnostic Interview (ASDI)
• the Ritvo Autism Asperger Diagnostic Scale - Revised (RAADS-R)

For those with a learning disability:

• the ADOS-G
• the ADI-R

To organise and structure the process of a more complex assessment, consider using a formal assessment tool, such as the Diagnostic Interview for Social and Communication Disorders (DISCO), the ADOS-G or the ADI-R.

During a comprehensive assessment, take into account and assess for possible differential diagnoses and coexisting disorders or conditions, such as:

• other neurodevelopmental conditions (use formal assessment tools for learning disabilities)
• mental disorders (for example, schizophrenia, depression or other mood disorders, and anxiety disorders, in particular, social anxiety disorder and obsessive–compulsive disorder)
• neurological disorders (for example, epilepsy)
• physical disorders
• communication difficulties (for example, speech and language problems, and selective mutism)
• hyper-and/or hypo-sensory sensitivities

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