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.

Children under the age of 6 require a multi-disciplinary ASD assessment involving a pediatric consultation and speech and language evaluation, as well as a psychological assessment, and this is best facilitated through the child development centres. In assessing for a possible ASD, alternate explanations for cognitive, language, and social difficulties, such as other medical or psychological disorders, are considered. We typically provide ASD assessments in conjunction with psychoeducational assessments, in order to be able to rule out other causes for the presenting challenges. However, we are able to conduct an evaluation of ASD only, if recent psychoeducational testing has already been completed, or in some cases where there are no learning concerns. Two psychologists may be involved in the assessment in the case of a private referral.

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