Neurodevelopmental Assessments

Evolve Neurodevelopmental Specialists assess children, young people and adults with complex presentations.  Our assessments include: Autistic Spectrum Conditions (known as ASC or Autism Spectrum Disorder), ADHD and learning difficulties/ disability, including exploration and understanding of carer/child relationship difficulties.

Initial Screening Appointments

The initial appointments are available separately as a single appointment, or as part of a complete assessment within the neurodevelopmental pathway. These appointments may last up to 90 minutes, depending on the needs of the individual/ family and screening may involve some or all of the following:

• Discussing reasons for the assessment
• Talking through the assessment processes
• Discussing possible outcomes from the assessment
• Gaining an understanding of the child/ adult’s presenting difficulties,
• Discussing the advantages and disadvantages of assessment and/ or diagnosis
• Completion of screening questionnaires
• Consideration of the most appropriate assessments to be undertaken by the team

Autistic Spectrum Conditions (also known as Autism Spectrum Disorder) are lifelong neuro-developmental conditions characterised by difficulties with social interaction, social communication and restricted patterns of interest, behaviour or activities. There may also be hypo or hyperactivity to sensory input or unusual interests in sensory aspects of the environment. It is a developmental disorder that affects how a person communicates with and relates to other people and how they experience the world around them. Some people who are diagnosed may have additional learning difficulties or neurodevelopmental difficulties.

Our comprehensive multidisciplinary assessment is undertaken in accordance with the National Autism Plan for Children and follows guidelines set out by the National Institute for Clinical Excellence (N.I.C.E) for children, young people and adults. It includes A full developmental assessment focusing on developmental and behavioural features consistent with DSM-5 criteria, Autism Diagnostic Observation Schedule (ADOS-2), school observation (0-19 service) as required which includes assessment of social communication skills & behaviours, and a speech and language assessment to gain a thorough understanding of the individual’s needs. The team also gives consideration of differential diagnosis. The assessment will therefore gain an understanding of the individual’s strengths and difficulties across contexts.

Clinicians involved may include a Consultant Psychiatrist, Clinical Psychologist, Speech and Language Therapist and Senior Mental Health Practitioner. The team is also assisted by an Assistant Psychologist who may undertake some observation or information gathering.

On some occasions further assessment may be necessary to fully understand the needs of the individual. We will always discuss this with the client to ensure that the assessment process is fully collaborative and transparent.

A learning disability is a reduced intellectual ability and difficulty with everyday activities – for example household tasks, socialising or managing money – which affects someone for their whole life.

People with a learning disability tend to take longer to learn and may need support to develop new skills, understand complicated information and interact with other people.
The level of support someone needs depends on the individual. For example, someone with a mild learning disability may only need support with things like getting a job. However, someone with a severe or profound learning disability may need full time care and support with every aspect of their life – they may also have physical disabilities.

People with certain specific conditions may also have a learning disability. For example, people with Down’s syndrome and some people with autism have a learning disability.
A learning disability can be mild, moderate or severe. Some people with a mild learning disability can talk easily and look after themselves, but take a bit longer than usual to learn new skills. Others may not be able to communicate at all and have more than one disability.

Evolve offers a stand-alone assessment, assessing the child, young person or adult’s overall cognitive ability, including verbal and visual processing, working memory and processing speed. If we undertake a formal assessment for a learning disability, we also undertake an assessment of adaptive functioning, which looks at the individuals skills across a range of areas. This includes, Communication, Daily Living Skills, and Socialisation. These assessments will be undertaken by a Clinical Psychologist.

ADHD is a behavioural disorder that includes symptoms such as hyperactivity, impulsiveness and inattentiveness.

Often concerns relating to ADHD are noticed at an early age and may become more noticeable when a child or young person’s circumstances change, such as when they start school. However, we have also assessed individuals who feel that difficulties have been missed and hope for clarification either in adolescence or adulthood. Children can be assessed from the age of 6. We can also assess adults who feel that they may be experiencing ADHD but have not been formally assessed.

The Assessment is undertaken by a Multi-disciplinary Team in line with the National Institute of Clinical Excellence (N.I.C.E) guidelines. This involves a full clinical and psychosocial assessment of the person; which includes discussion about behaviour and symptoms in the different domains and settings of the person’s everyday life as well as a full developmental and psychiatric history and observer reports and assessment of the person’s mental state (N.I.C.E, 2018 https://www.nice.org.uk/guidance/ng87).

For school age children this will also include a school observation and questionnaires completed by school. Evolve Psychology Services also uses QbCheck, the only CE marked and FDA approved for use as an aid in the assessment and treatment evaluation of ADHD for individuals aged 6 to 60 years old. QbCheck enables the provision of objective, unbiased information to clinicians, giving them a better assessment of ADHD.

If a diagnosis is made, the team will discuss appropriate recommendations to support the child, young person or adult.