The process involved in the assessment of Autism includes the use of specific evaluation tools (ADI-R and ADOS-2) in order to ensure the best possible reliability of the outcome of the evaluation. Read more in our About Autism and FAQ sections in order to know more about Autism and have a better idea about the pertinence of having your child might need to be evaluated. If you are unsure, do not hesitate to give us a call.

These evaluations are useful as ‘updates’ for children and teenagers who already have a diagnosis of autism and who follow early interventions programs (or attend school). When evaluating, we focus on the autistic behaviors that interfere with the person’s daily life (ex. deficits in reciprocal conversation) in order to recommend new objectives. We can also evaluate cognitive and adaptive skills by comparing the child to his typical peers in order to make recommendations on the interventions and objectives to put in place.

Cognitive evaluations are what we commonly refer to as ‘IQ testing’. They can be performed as a standalone evaluation, if there are concerns about intellectual abilities for example, or as part of a more complex evaluation (School derogations,  ASD, ADHD etc.). In some cases, cognitive evaluations are used along with an adaptive functioning evaluation. Cognitive evaluations allow us to understand a person’s strength and weaknesses which in turn, allows us to individualize specific recommendations based on the specific profile obtained. Furthermore, they are often the starting point of an evaluation, and allow to narrow down our hypothesis, and orient future evaluations if needed.

Types of cognitive and adaptive behavior evaluations:

• Commonly used tests vary based on the situation and type of assessment required. They include IQ tests like the Weschler Scales (WPPSI-IV, WISC-V, WAIS-IV based on the person’s age) as well as developmental scales such as the Mullen for younger children.
• Usage of the ABAS-II (Adaptive Behavior Assessment System II – Second Edition) to measure daily functioning.

• Evaluate the needs of the child and his / her family while offering appropriate solutions to develop coping strategies.
• Support families in their adaptation to the recent diagnosis of their child.
• To intervene directly in a shared experience with the families to promote the development of their child’s autonomy, to equip the parents in the stimulation of the communication or the precursors to the communication. Support behavior management. Provide strategies related to routine, parenting and the parent-child relationship.
• Intervene in the living environments that the child attends (daycare, school, etc.), to promote integration into child care or school.
• Advisory role in relation to school guidance.
• Complete the professional report for the child care integration allowance for children with special needs.
• Developing the social skills of the individual: promoting self-esteem, emotional self-regulation and conflict resolution

• Supportive counseling
• Understanding and coping with the diagnosis
• Navigating the system
• Developing goals and objectives
• Identifying and explaining the private and public services that are available
• Exploring the appropriate resources
• Participating in school meetings
• Attending medical appointments

• Evaluations for early school entry (School derogations)
• Play therapy for children (for children who do not have an ASD diagnosis)
• Anxiety management therapy for children
• Other psychology services and tools may be available depending on the client’s requests and needs as well as the outcome of the evaluation (ex. taking into account the differential diagnosis if it is unclear whether the child presents Autism, ADHD, or Anxiety disorders)