MODULE 1

First Autism Conversations, Supporting Children and Families  

Learn how to approach early conversations about autism with confidence, sensitivity, and respect. 

Topics include:

• First autism conversations with families
• Identifying and supporting young autistic children
• Partnering effectively with neurodivergent clients and families
• Language to use in describing brain styles, social communication styles, repetitive motion, preference for sameness and routine, and sensory experiences
• Building trust throughout the assessment process
• Reducing anxiety and uncertainty for families

MODULE 2

Rethinking Traditional Autism Assessment  

Traditional assessment models hold up neurotypical behaviour as the benchmark, and see deviation as a problem that requires intervention. Neurodiversity-affirming approaches recognise that all brain styles or neurotypes are valid, and disability is often experienced when the environment doesn't adequately cater for the individual's needs.  

Topics include:

• Creating a neurodiversity-affirming assessment experience
• Internalised presentation of autism & subtle signs of autism you might otherwise miss
• Understanding masking and camouflaging
• Adapting assessment processes to gather accurate information and provide a safer space to explore the client's brain style, and how autism frolics in their family

MODULE 3

Selecting Assessment Tools for Autism & ADHD  

There is no single autism assessment tools that gives us everything we need to know.  We discuss a range of tools so you can select the qualitative and quantative measures you need to gather current and historical information across settings. 

Topics include:

• Autism screening and assessment  tools for children, adolescents and adults
• ADHD assessment guidelines - types of evidence & tools
• Choosing appropriate tools for internalised presentations
• How to tell whether an assessment tool is neurodiversity affirming, considerations for modifying older tools
• Considerations around gender norms, and gender sampling bias in older tools

MODULE 4

Differential and Dual Considerations

One of the most complex aspects of autism assessment is understanding overlapping and co-occurring presentations.

Topics include:

• ADHD, learning differences, expressive and receptive language, situational mutism
• Giftedness, intellectual disability, brain injury, epilepsy
  
• Trauma, attachment differences, fetal alcohol, rejection sensitivity, minority stress
  
• Demand avoidance, ARFID, Ehlers Danlos, sleep differences 
• Anxiety, OCD, depression, bipolar, psychosis
• Chronic genetic conditions and chronic health conditions commonly seen in autistic and ADHD populations

MODULE 5

Neurodiversity-Affirming Report Writing

Move beyond medical-model deficit-focused reporting. Learn how to create reports that communicate clinical findings clearly while supporting understanding, self-advocacy, and access to appropriate supports.

Topics include:

• Replacing older language with neurodiversity-affirming identity-first language preferred by the autistic community
• Describing what clients do in non-judgmental language
• Structuring reports to be accessible for clients, service providers & funding bodies, explaining percentiles, T-scores
• Alternatives to listing deficit based diagnostic criteria that still cover the key characteristics of autism
• Comparing parent and teacher ratings, and reporting scores that fit a "holding it together at school, letting it out at home" internalised presentation of autism
• Acknowledging current support needs, fluctuating energy and capacity, and how support needs may change over time

Includes sample deidentified child and adult assessment reports.

MODULE 6    

Feedback and Recommendations

An autism assessment is not the end of the journey. Learn to engage in neurodiversity affirming feedback discussions around how an autistic brain style fits within the client's identity, and provide tailored practical recommendations that fit the client's interests and preferences.

Topics include:

• Asking the client how they think the assessment went and what they think the outcome of the assessment is, before presenting the results of the assessment
• Exploring how autism fits within the client's identity, reframing past experiences through an autism lens
• Recommendations that centre the client's own goals, and respect respect autistic social communication styles, passions, preference for routines and repetitive motion 
• Tailoring supports and accommodations for school and work
• Resources for clinicians and families