Autism assessment – when to get your child assessed

This post will discuss autism spectrum assessments, please note, the information in this post is more relevant for New Zealand based readers.

I often get asked, how do I know if should get my child assessed for autism? The answer invariably starts with ‘it depends’. Autism is a neurodevelopmental condition, an autistic person experiences cognitive, sensory, and social processing differently, with unique and interesting ways of engaging with and understanding the world, and differences with their social interactions. An autistic person may self-identify as autistic or neurodivergent, or they may get formally diagnosed. Generally, funding supports will require a formal diagnosis from a Psychologist, Psychiatrist, Paediatrician, or a multi-disciplinary team including a Paediatrician, Psychologist, Speech Pathologist or Occupational Therapist.

When asked by parents if they should seek a formal diagnosis for their child, I will ask about the child’s strengths, the parents’ concerns for their child, and seek to understand if the concerns are causing impact for their child.

If their child demonstrates autistic traits and they are thriving, then seeking a diagnosis may satisfy curiosity in the outcome, and support identify development as the child grows. It really is up to the individual if they would like to pursue a diagnosis. Consider if an older child, pre-teen or teenager may be old enough to be part of the decision about whether or not to seek a diagnosis, think about the child’s maturity level and how they may benefit from the knowledge. The child’s voice in the assessment process will be very informative and important.

If the child is demonstrating autistic traits, including difficulties developing and maintaining friendships, and their confidence and self-esteem is becoming impacted with increasing mental health vulnerabilities, then seeking a diagnosis might support increased understanding, access to individualised therapy supports, supports with developing goal areas including friendships, and connection with like-minded peers. There are some beautiful lived experience accounts of the support that diagnosis and connection to like-minded peers provide the individual. Websites such as Autism NZ, Altogether Autism, and Yellow Ladybugs are reputable websites with excellent information.

Prior to starting school, if a child is demonstrating delays in two or more developmental domains, for example, in their speech and language and their social development, and meet Global Developmental Delay (GDD) criteria, they may be referred by their preschool setting for an evaluation of autism. Whilst a diagnosis from their GP or Paediatrician of GDD may support the child to access Ministry of Education (MOE) Speech and Language therapy and Early Intervention supports, understanding whether or not the child has autism will be supportive prior to their formal school transition at 5 years old. It will help parents make an informed choice about the type of school they would like to send their child to if there is more than one option in their local area. And the age of which that they start their child. 

So, in relation to ‘it depends’, if depends on the age of the child, the impacts that the child is experiencing, and what supports and opportunities may open for the child once the outcome has been established. It supports parental understanding of their child and their unique strengths and differences and helps a child identify strength areas to celebrate and embrace. Whilst an assessment process can feel a little daunting, with the right neuroaffirming professional who prioritises, kindness, safety, connection, and understanding, the journey can be enlightening, empowering and supportive.