Child & Adolescent Autism and ADHD Assessments
Neuro-Affirming, Trauma-Informed Autism, ADHD and Combined Assessments for Children and Adolescents
Blossom Psychology Clinic provides neuro-affirming, trauma-informed psychological assessments for children and adolescents where Autism, ADHD, or both may be relevant to their development, wellbeing and everyday functioning.
Families may seek assessment because they would like to better understand a young person’s communication, attention, executive functioning, sensory experiences, emotional regulation, learning, relationships, behaviour, school participation or support needs. Some young people are referred because differences have become more noticeable over time, while others have already developed significant ways of masking, compensating or coping.
Our assessment approach aims to understand the whole young person, including strengths, interests, developmental history, differences, support needs, environment and lived experience. Assessment is not based on a single questionnaire, behaviour, observation or screening score.
The process is tailored to the child or adolescent’s age, developmental stage, communication style, sensory needs, assessment question and individual circumstances. Parents or caregivers are generally involved, and information from school or other relevant people may also be considered where appropriate and with relevant consent.
Discuss a Child or Adolescent Autism or ADHD Assessment
If you are wondering whether Autism, ADHD, or both may be relevant to your child or adolescent, our team can discuss what you are hoping to better understand and the assessment pathways currently available.
You do not need to know exactly which assessment is required before contacting us. The assessment question, developmental stage, current concerns and intended purpose of the assessment can be discussed before booking.
Call 1300 256 766 to discuss assessment options and supportive next steps.
Child and Adolescent Assessment at a Glance
Why Might a Child or Adolescent Be Referred for Assessment?
There is no single presentation that indicates Autism or ADHD. Families, schools or health professionals may consider assessment when there are longstanding questions about a young person’s development, functioning or support needs.
Areas that may lead to further exploration include:
- Attention regulation, distractibility or periods of intense focus
- Task initiation, organisation, working memory or other executive functioning demands
- High activity levels, internal restlessness or impulsive responses
- Communication style, social connection or navigating peer relationships
- Sensory sensitivities, sensory seeking or differences in processing sensory information
- Strong preferences for predictability, routines or particular interests
- Emotional regulation, overwhelm, shutdown or difficulty recovering after demanding situations
- School participation, attendance, transitions or increasing difficulty as academic and social demands change
- Masking, camouflaging or appearing to cope at school while becoming exhausted or distressed afterwards
- A pattern of strengths and difficulties that the young person, family or school would like to understand more clearly
These experiences can have multiple explanations and do not, on their own, establish a diagnosis. Assessment considers the broader developmental and clinical picture.
Autism, ADHD and Combined Assessment Pathways
Autism Assessment for Children and Adolescents
Autism assessment explores whether a young person’s developmental history and current profile are consistent with recognised diagnostic criteria for Autism, while also considering their individual strengths, communication style, sensory experiences, relationships, interests, routines, functioning and support needs.
Autistic young people are diverse. Some differences may be readily visible, while others may be less apparent because of masking, learned coping strategies, supportive environments, personality, language abilities or the particular demands placed on the young person.
Assessment therefore does not rely on stereotypes or assume one standard autistic presentation. Information is integrated across relevant sources and interpreted in the context of the young person’s developmental history and everyday life.
ADHD Assessment for Children and Adolescents
ADHD assessment explores patterns of attention regulation, activity or restlessness, impulse regulation and executive functioning across development and everyday settings.
Depending on the young person and assessment question, the psychologist may consider areas such as:
- Attention regulation and distractibility
- Task initiation and completion
- Planning, organisation and working memory
- Time awareness and transitions
- Activity level or internal restlessness
- Impulse regulation
- Emotional regulation and frustration
- Functional impact across home, school and other relevant settings
ADHD assessment is not based on a single questionnaire or on whether a child appears visibly hyperactive during an appointment. Developmental history, functional experiences and information across relevant contexts are considered.
Combined Autism and ADHD Assessment: AuDHD
Autism and ADHD can occur together. Some young people and families use the term AuDHD when both are part of the young person’s neurodevelopmental profile.
A combined assessment allows autistic and ADHD characteristics to be explored together where clinically appropriate, rather than assuming that the young person’s experiences are best understood through only one neurodevelopmental framework.
For some young people, autistic and ADHD needs can appear to pull in different directions. A child may seek novelty while also needing predictability, experience intense focus alongside difficulty initiating everyday tasks, or seek sensory input while becoming overwhelmed in other environments. Assessment aims to understand these patterns in context rather than treating them as contradictions.
Masking, Camouflaging and Less Visible Presentations
Some children and adolescents develop ways of adapting, compensating or masking that can make aspects of their neurodivergent experience less visible to adults around them.
A young person may appear to manage well in one environment while using substantial cognitive, emotional or sensory effort to do so. Some may experience increased exhaustion, distress, irritability, withdrawal or reduced capacity after school or other demanding environments.
Assessment does not rely solely on how a young person presents during a clinic appointment. Where relevant, the psychologist considers developmental history, the young person’s own perspective, family observations, school information, compensatory strategies, sensory experiences and functioning across settings.
A Trauma-Informed and Neuro-Affirming Assessment Approach
Assessment can feel vulnerable for children, adolescents and families, particularly where a young person has experienced misunderstanding, repeated criticism, exclusion, bullying, school distress, trauma, or previous experiences of having their needs interpreted negatively.
Our approach considers emotional safety, consent and assent, communication preferences, sensory needs, processing pace, predictability and the young person’s developmental stage. We aim to explain the process in ways that are understandable and to provide opportunities for breaks or adjustments where appropriate.
Where relevant, trauma, anxiety, mood, stress, learning difficulties, sleep, physical health and other psychological or developmental factors are considered thoughtfully alongside neurodevelopmental differences.
A trauma-informed approach does not assume that Autism or ADHD is caused by trauma. Instead, assessment considers how neurodevelopment, life experiences, mental health, environment and support needs may interact.
Listening to the Child or Adolescent
Children and adolescents are active participants in assessment wherever developmentally appropriate. Their perspective can provide important information about sensory experiences, attention, relationships, school, emotions, interests, strengths, coping and what feels difficult or supportive.
The way this information is gathered is adapted to age, communication style and comfort. A young person is not expected to communicate in a particular way or make eye contact in order to participate meaningfully in assessment.
Parents and caregivers remain important sources of developmental and contextual information, while adolescents may also have increasing preferences around privacy and involvement. These considerations are discussed within professional, ethical and legal requirements.
Information From Parents, Caregivers and School
Understanding a child or adolescent often involves considering how they function across different environments. Parents or caregivers are generally involved in providing developmental history and information about everyday functioning.
Where relevant, information may also be requested from teachers, school wellbeing staff or other professionals. This can help the psychologist understand how attention, communication, sensory needs, executive functioning, learning and regulation may vary across settings.
Not every assessment requires the same informants or information. The psychologist will discuss what is clinically useful and appropriate for the individual assessment, including relevant consent requirements.
Our Child and Adolescent Assessment Journey
The exact process varies according to the young person, assessment question and clinical needs. A typical pathway includes the following stages:
Intake and Developmental History
The process usually begins with an intake appointment with a parent or caregiver, and with the young person where appropriate. This explores developmental history, current concerns, strengths, school experiences, family context, support needs, goals for assessment and the questions the assessment is intended to answer.
Assessment Phase
Assessment sessions are planned according to the young person’s age, needs and assessment question. They may include structured clinical interviews, developmentally appropriate tasks, standardised assessment measures, questionnaires, behavioural observations and other relevant information.
The psychologist may adjust pacing, breaks, communication and the sensory environment where possible to support meaningful participation.
Clinical Integration and Report
The psychologist brings together information from the assessment, developmental history, observations, questionnaires and relevant informants. Findings are interpreted as part of the broader clinical picture rather than in isolation.
Where a written report forms part of the agreed assessment, it may include findings, interpretation, areas of strength, support needs, diagnostic conclusions or considerations where appropriate, and individualised recommendations.
Feedback Session
A feedback appointment provides an opportunity to explain the assessment findings in clear and respectful language, discuss strengths and support needs, answer questions and consider practical recommendations.
Where appropriate, feedback can also be adapted for the child or adolescent so that information about their neurodevelopmental profile is communicated in a supportive, age-appropriate and neuro-affirming way.
What May an Assessment Include?
The tools and methods used depend on the referral question, developmental stage, clinical presentation and the information already available. Assessment may include:
- Parent or caregiver clinical interviews
- Developmental history
- Child or adolescent clinical interview where developmentally appropriate
- Standardised Autism or ADHD assessment tools selected for the assessment question
- Parent, teacher and/or self-report questionnaires where appropriate
- Behavioural and clinical observations
- Executive functioning measures
- Adaptive or everyday functioning measures where relevant
- Information about communication, sensory experiences and emotional regulation
- Relevant school information
- Consideration of learning, anxiety, mood, trauma-related distress or other differential and co-occurring factors where clinically indicated
Not every assessment includes every measure. Tools are selected according to the individual assessment question rather than applying the same battery to every young person.
Reports and Recommendations
Where a written report forms part of the agreed assessment, it may bring together developmental and clinical information, assessment findings, areas of strength, support needs, diagnostic conclusions or considerations where appropriate, and individualised recommendations.
Recommendations may relate to home, school, learning, emotional wellbeing, sensory or environmental adjustments, communication, executive functioning, relationships, participation and ongoing support, depending on the assessment purpose and findings.
If a report is required for a particular school, funding, medical or other purpose, please discuss this with the clinic before booking so we can consider whether the assessment and report format are suitable for that intended purpose.
An assessment report does not guarantee eligibility for funding, educational adjustments, disability supports, medication, or acceptance by another professional or organisation.
Assessment and School Support
Assessment can help build a clearer understanding of how a young person experiences learning, attention, communication, sensory environments, executive functioning, relationships and emotional regulation.
Where relevant, recommendations may identify supports or adjustments that could be considered by families and schools. Decisions about educational adjustments, funding or implementation remain with the relevant school, organisation or funding body.
With appropriate consent and where clinically suitable, assessment findings may also inform collaborative discussions with relevant professionals involved in the young person’s care or education.
Assessment Suitability and What to Discuss Before Booking
Before arranging an assessment, our team can discuss the questions you are seeking clarification around and practical requirements that may affect the assessment process.
- The child or adolescent’s age and developmental stage
- Whether Autism, ADHD or both are being explored
- Current concerns and strengths
- Any previous assessments or diagnoses
- School or learning concerns that may require separate assessment
- Diagnostic framework relevant to the assessment
- Any specific report or documentation requirements
- Current fees and payment structure
- Clinician availability
- Location and appointment format
- Accessibility, communication or sensory needs you would like us to know about
Child and Adolescent Assessment Fees
Assessment fees depend on the type of assessment and its specific requirements. Blossom Psychology Clinic can provide current fee information and explain the payment structure before booking.
Funding and rebate arrangements vary according to the individual, referral pathway, age, service and eligibility requirements. If you have a particular Medicare, NDIS, private health, school or other funding question, please discuss this with our team before booking. Eligibility and funding decisions are made by the relevant scheme or organisation.
Appointment Locations and Assessment Format
Blossom Psychology Clinic has psychology clinics in Murrumbeena and Boronia. The location and format appropriate for a particular child or adolescent Autism, ADHD or combined assessment depend on the assessment requirements, clinician availability and individual circumstances.
Murrumbeena Clinic
Boronia Clinic
Assessment Format
Some intake or feedback appointments may be suitable for telehealth. Assessment sessions that require direct interaction or observation may be recommended in person depending on the assessment pathway and clinical requirements.
Assessment, Ongoing Support and Medication
Psychological assessment, ongoing therapy and medication have different purposes. Following assessment, some children or adolescents may benefit from psychological support focused on emotional wellbeing, anxiety, executive functioning, relationships, school participation, self-understanding, sensory needs or other individual goals.
Psychologists do not prescribe ADHD medication. If medication is being considered, assessment and prescribing need to be discussed with an appropriately qualified medical practitioner.
Child & Adolescent Psychology Melbourne
Psychological Assessments Melbourne
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Frequently Asked Questions
Does Blossom Psychology Clinic assess children and adolescents for Autism and ADHD?
Yes. Blossom Psychology Clinic provides neuro-affirming assessment pathways for children and adolescents where Autism, ADHD or both are being explored, according to clinician scope, suitability and availability.
Can Autism and ADHD be assessed together?
Yes. Autism and ADHD can occur together. A combined assessment can be considered where both are relevant to the assessment question.
Does my child need to be visibly hyperactive to have ADHD?
No. ADHD presentations vary, and hyperactivity may not always be externally obvious. Assessment considers developmental history, attention and executive functioning patterns, functional impact and information across relevant settings rather than relying on one behaviour.
What if my child behaves differently at school and at home?
It is common for children and adolescents to present differently across environments. Differences in structure, sensory load, expectations, relationships, masking and recovery demands can all be relevant. Assessment considers context rather than assuming one setting provides the complete picture.
What if my child has been masking?
Assessment does not rely solely on how a young person appears during an appointment. Where relevant, the psychologist considers developmental history, the young person’s perspective, family and school information, compensatory strategies, sensory experiences and functioning across settings.
Does my child have to talk during the assessment?
Participation is adapted to age, communication style and the assessment requirements. A young person is not expected to communicate in one particular way. The psychologist will discuss how information can be gathered in a way that supports meaningful participation while meeting the clinical requirements of the assessment.
Will the school need to be involved?
School information can be helpful for some assessments because it provides another perspective on functioning in a different environment. Whether teacher or school information is required or useful depends on the assessment question and individual circumstances, and will be discussed with the family.
Can assessment identify both strengths and support needs?
Yes. A neuro-affirming assessment considers strengths, interests, differences, functional experiences and support needs rather than focusing only on areas of difficulty.
Will we receive a report?
Where a written report forms part of the agreed assessment, it may include findings, interpretation, strengths, support needs, diagnostic conclusions or considerations where appropriate, and tailored recommendations. Please discuss any specific report purpose before booking.
Can the report be used for school or NDIS?
A report may include clinically relevant information and recommendations that can be considered by schools, funding bodies or other professionals, depending on the assessment purpose. It does not guarantee eligibility, funding, adjustments or acceptance by a third party. Please discuss the intended use of the report before assessment begins.
Can psychologists prescribe ADHD medication?
No. Psychologists do not prescribe ADHD medication. Medication assessment and prescribing need to be discussed with an appropriately qualified medical practitioner.
How long does the assessment take?
The overall assessment process varies depending on whether Autism, ADHD or both are being explored, the young person’s age and needs, the information required and the assessment pathway. It typically includes intake, assessment sessions, time for clinical integration and report preparation, and a feedback appointment. Our team can explain the expected process before booking.
Discuss a Child or Adolescent Autism or ADHD Assessment
If you are considering an Autism, ADHD or combined assessment for your child or adolescent, you are welcome to contact Blossom Psychology Clinic to discuss what you are hoping to better understand and the assessment options currently available.
Our approach is neuro-affirming, trauma-informed and collaborative, with attention to the young person’s strengths, developmental stage, communication preferences, sensory needs, lived experience and support goals.
Call 1300 256 766 to discuss assessment options and supportive next steps.