ASD assessments include evaluation regarding the question of an autism spectrum disorder, as well as exploration of the cognitive and behavioural difficulties often evident in children with ASD (e.g., intellectual and adaptive functioning deficits, communication limitations, learning difficulties, sensori-motor problems, social deficits).

Assessments of Autism Spectrum Disorders are typically conducted through the Interior Health Children’s Assessment Network (IHCAN) (contact main reception at 250-763-4122 for more information about government funded ASD/FASD assessments).

We are deemed “Qualified Specialists” within the province of BC trained to complete ASD assessments following the strict provincial standards and guidelines.

We prefer to have a referral from a pediatrician, although we are able to conduct assessments without a medical referral. We may choose to do a consultation with a child’s parents initially in order to determine if it is appropriate to conduct an ASD assessment.

Assessments are conducted utilizing the standards and guidelines outlined in our province (parent interview and structured direct observation) and a review of collateral and community information .  In BC, children under age 6 must have a developmental assessment (typically administered by the psychologist as part of the assessment) as well as a previous, speech language assessment and pediatrician consultation.  For many families, the scope of the assessment for children over age 6 could be broadened to explore concerns around cognitive and academic development.  Many families opt to combine the autism spectrum disorder assessment with a psychoeducational (learning) assessment.  This also provides the psychologist more opportunity to interact with the child.

Three Children having fun
Typical Diagnoses Considered
  • Autism Spectrum Disorder
  • Intellectual Disability
  • ADHD
  • Specific Learning Disabilities
  • Nonverbal Learning Disability
Types of Conclusions and Recommendations Made
  • Diagnostic formulations
  • Comments regarding appropriate supports within the school system
  • Specific school-based interventions/strategies
  • Other supports required (e.g., speech and language therapy, behavioural consultation, occupational therapy, psychiatric follow-up, family support groups, counseling)
  • Suggestions for caregivers and other involved professionals
  • Recommendations may include home based recommendations such as activities for parents, and website resources if applicable.