Autism is a different way of communicating and interacting with the world, including how a person experiences, interprets, and socializes with, the world around them.

Our clinic adopts a neurodiversity-affirming perspective. Neurodiversity is a term reflecting the fact that brain differences are naturally occurring variations in humans. Instead of viewing these differences as “disorders” or “deficits” needing to be “fixed”, we understand that neurodiversity is a fact of life (different brains exist!), and we welcome all differences. Neurodivergent refers to having a brain that diverges from societal standards of “normal”, whereas neurotypical refers to having a brain that falls within societal standards of “normal.” Some diagnoses that fall in the category of neurodivergence are autism, ADHD, and learning differences. Additionally, we emphasize identify-first language (“autistic person”), rather than person-first language (“person with autism”) in line with the neurodiversity movement. Identity-first language highlights the embrace of neurodiversity - for example, “I am an autistic person”, just like “I am a tall person” or “I am a left-handed person”. We respect each individual’s choice regarding how they refer to their identity.

It takes a lot of energy for autistic people to live in a society built for non-autistic people, which can make everyday life difficult. Autistic people can experience challenges in their daily lives and relationships. Autism is referred to as a spectrum because each person is different and has their own unique areas of strength and challenge.

Individuals and families come to us by many different paths. At times, it is parent who suspects that their child may be autistic. In other cases, a professional (e.g., a family doctor/pediatrician, classroom teacher, speech-language pathologist or occupational therapist) may be the one to recommend an assessment. Some adolescents or adults seek an assessment after noticing autistic traits within themselves. Individuals do not need to display all of the differences associated with autism to be autistic, but one or more of the differences below may be possible indicators.

• Differences in speech development (e.g., delayed or advanced language)

• Differences in the content of speech (e.g., using scripted language, repeating phrases they’ve heard before, advanced vocabulary, highly formal language)

• Differences in the quality of speech (e.g., tone of voice, volume)

• Differences in nonverbal communication (e.g., eye contact, body language, facial expressions, gestures)

• Difference in social-communicative behaviour that make it challenging to follow the rules of non-autistic society (e.g., taking turns in conversation, how far away to stand from others)

• Difficulty fitting in with non-autistic peers and forming relationships

• Differences in interests (e.g., strong interests or expertise, focus on very specific activities and doing them over and over)

• Preferences for sameness (e.g., reliance on routines, difficulty adjusting to change, disliking surprises)

• Preference for repetitive movements (e.g., stimming or repeating the same movement over and over)

• Differences in sensory processing (e.g., sensitivity to tags in clothing or textures of food, sensitivities to bright lights or loud sounds, interests in how things smell or taste, sensory overstimulation in new or busy places)

In British Columbia, child/adolescent autism assessments must follow the Standards and Guidelines for the Assessment and Diagnosis of ASD established by the Ministry of Health and must include the use of specific assessment tools in order for a diagnosed child/adolescent to qualify for funding to support intervention. An autism assessment involves the following components:

• Review of all available prior consultation and assessment reports (e.g., speech-language and/or occupational therapy assessments, family doctor and/or pediatrician consultation reports, school records etc.)

• An interview with the client and/or parents/caregivers to collect relevant developmental, medical, and educational information.

• Questionnaires or assessments specific to autism and other associated conditions (e.g., anxiety, depression, cognitive functioning).

• Completion of the Autism Diagnostic Interview-Revised (ADI-R), an interview specific to ASD.

• Completion of the Autism Diagnostic Observation Schedule – Second Ed. (ADOS-2). The ADOS-2 is an activity-based assessment administered by trained clinicians to evaluate communication skills, social interaction, and imaginative use of materials in individuals who are suspected of being autistic.

• Assessment of one’s adaptive functioning (e.g., day-to-day living skills such as hygiene, chores, community use etc.)

Following the assessment, the psychologist reviews all of the collected information to determine whether the client is autistic. This information is then shared during a feedback appointment. A written report is sent out several weeks after the feedback session. Each report is uniquely written about you or your child. If your child qualifies for autism funding, formal paperwork will accompany your report.

In cases in which a child/adolescent has been diagnosed with autism in another province or country, a Confirmation of Diagnosis form can sometimes be completed to enable the child to access services and funding here in BC. In such cases, some additional testing may be required.