Our Neuroaffirming Autism Assessment: What to Expect

At Thriving Young Minds we are privileged to be a part of so many lives, particularly neurodivergent young people.

We believe in an affirming assessment to give a narrative on how they experience the world, so they can not only understand themselves better but can then be equipped to advocate and navigate neurotypical demands and environments. This can be a confusing time for parents who know instinctively that their child experiences the world differently but do not know where to start and what will be helpful. We endeavour to make the process of your child accessing their identity as transparent and informative as possible.

Below is a step-by-step outline of our process, so you know exactly what is involved and why.

Our approach

• Neuroaffirming: We respect autistic identity, language preferences, and sensory needs.

• Collaborative: Parents, the young person, and (with consent) teachers are partners in the process.

• Narrative-based: We use the Monteiro Interview Guidelines for Diagnosing Autism Spectrum (MIGDAS-2) to build a rich, person-led narrative about sensory preferences, communication style, interests, energy, and stress patterns.

• Strengths-forward: We identify what lights them up and how those strengths can carry through challenges.

• Practical: Recommendations are specific, realistic, and school-ready.
  

Step 1: Parent/Carer Consultation

Purpose: get a clear picture of your child’s developmental history, everyday routines, wins, and worries.

What we cover:

• Early milestones, play, language, and sensory patterns over time

• Strengths, special interests, and areas of stress

• School experiences (learning, attention, friendships, transitions)

• What’s working at home and what isn’t

• Goals you’d like this assessment to achieve

Time: 60–90 minutes (in person or telehealth)

Step 2: Questionnaires and Information Gathering

We use a wide set of well-known tools to capture everyday patterns across settings. These might include caregiver and teacher questionnaires (e.g., on social communication, attention/organisation, and adaptive living skills) and a brief strengths and needs checklist for the young person if appropriate.

Why this matters: questionnaires add structured data to your lived knowledge. They don’t decide the outcome on their own; they inform the bigger picture.

Step 3: Child/Young Person Sessions (play-based & person-led)

This is where the MIGDAS lens comes to life. Sessions are relaxed and flexible. We follow the child’s interests to understand how they communicate, play, and regulate.

What it can look like:

• Exploring preferred activities (e.g., construction, drawing, games, special-interest chats)

• Gentle observation of sensory preferences (movement, sound, touch, visual detail, taste/smell) and regulation strategies (e.g., stims, pacing, quiet spaces)

• Understanding communication patterns (spoken language, gestures, scripts/echolalia, typing, facial expression)

• Looking at flexibility and transitions in a safe, supported way

• Checking how anxiety shows up and what helps

Parents are welcome to be nearby or join parts of the session depending on the child’s comfort and age.

Time: usually 1–2 sessions, 60–90 minutes each (this may vary).

Step 4: Teacher Input

If you agree, we seek information from school about learning, attention, peer interactions, and what helps during the day. This ensures support plans are practical and classroom-ready.

Step 5: Integration of Findings

We bring together:

• Your story and goals

• Questionnaire patterns

• Observations from play and conversation

• Teacher perspectives (if included)

Using the MIGDAS narrative approach, we organise these findings into themes: sensory processing, communication style, social preferences, cognitive load/energy, flexibility/transitions, and regulation. We then consider how these align with diagnostic criteria and, importantly, with the child’s identity and wellbeing.

Step 6: Feedback Conversation

We meet to walk you through the findings. If an autism diagnosis is appropriate, we explain it clearly, highlighting strengths and support needs, not deficits. If not, we outline what else may be contributing and what supports will help.

You’ll leave with:

• A clear explanation of the profile (what we noticed and what it means)

• Practical strategies for home and school

• Next steps for support, accommodations, or further referral if needed

  
  

Step 7: Written Report & School-Ready Recommendations

You’ll receive a comprehensive, plain-language report that:

• Summarises history and key observations through a strengths-based lens

• Explains the sensory and communication profile

• States diagnoses (where relevant)

• Provides concrete recommendations for home and school (adjustments, environmental supports, co-regulation ideas, and ways to honour interests and energy levels)

We can also provide a short school summary if you prefer a concise document for teachers.

After the Assessment: Support & Follow-up

An assessment is a starting point. We can support you to:

• Meet with school to discuss adjustments

• Plan targeted strategies for anxiety, demand avoidance, or executive functioning

• Build routines that respect energy needs (spoons) and recovery time

• Connect with community resources and peer-affirming supports
  

Preparing Your Child

• Keep it simple: “We’re going to meet someone who wants to understand how your brain works best so school and home feel easier.”

• Let them bring a comfort item or favourite interest.

• Tell them it’s okay to ask for breaks and move around the room.

• Share any big worries ahead of time so we can plan supports.
  

Frequently Asked Questions

How many sessions does it take?Typically 3–5 appointments across consults, child sessions, and feedback. Timing can vary.

What if my child masks?That’s common. We create a safe, accepting environment, follow their interests, and when helpful meet more than once so we can see their natural style.

Do you work with culturally diverse families?Yes. We’re mindful of culture, language, and community values. Please let us know what would help you feel safe and understood.

Can you coordinate with school?With consent, yes. We can offer a summary and practical classroom recommendations.

Do you use standardised tools?Yes, we use a blend of structured questionnaires and narrative-based observation. No single tool “decides” the outcome; we integrate multiple sources to build a holistic picture.

Ready to chat?

If you’re wondering whether this process fits your child, I’m happy to talk it over and share what an assessment could look like for your family and school. No pressure—just information and options.

Get in touch today to discuss any queries. We're always happy to share knowledge and steer you in the right direction.

Get in Touch!