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Assessment of Autistic Spectrum Disorder (ASD) & Attention Deficity Hyperactivity Disorder (ADHD) : Neuro-Developmental Assessments

Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD)


We are able to provide families with a full developmental assessment in relation to Autism Spectrum Disorder (ASD) & Attention Deficit Hyperactivity Disorder (ADHD).

NICE guidelines recommend that such assessments are carried out by a multi-disciplinary team (MDT). Here at The Children's Rooms our assessment team consists of Senior Clinical Psychologists, Speech and Language Therapists and Occupational Therapists all with experience of carrying out these assessments within both the NHS and the private sector.

An assessment consists of the following components:

There are a number of additional services that we can offer alongside a standard assessment. These can include:


  ASD ADHD
Initial Consultation . .
Developmental History with parents (using a specialised developmental assessment) . .
School Observation/Teacher Interview . .
Sensory Processing Assessment .  
Individual Child Assessment ADOS Structured Interview
Multi Disciplinary diagnostic meeting . .
Feedback and production of a tailored report with recommendations and strategies. . .


  • A one-off session in school to discuss recommendations and outcome
  • A Cognitive Assessment to better understand your child's learning profile
  • Ongoing support for parents and/or young person in the implementation of any recommended strategies

We provide a bespoke service tailored to the needs of each young person and as result, the cost can vary. Please contact us directly to discuss pricing options.

Dyslexia and Specific Learning Differences

Dyslexia is not a learning difficulty, but a learning difference, and a natural and vital part of our human Neurodiversity. Here are 10 interesting facts about Dyslexia!

1. At least 1 in 10 people are dyslexic. Research in the US finds it’s as many as 1 in 5.

2. Dyslexia is genetic, so it runs in families.

3. Dyslexic brains are ‘wired’ slightly differently, meaning they have a different way of processing information.

4. This difference results in a pattern of strengths like critical thinking, creativity and communication skills.

5. It also results in challenges affecting traditional learning such as reading, writing, spelling, rote learning, memory and concentration.

6. Each dyslexic will have a different pattern of strengths and challenges.

7. Identification is key to our success in education, employment and in preserving self-esteem.

8. If we place equal importance on dyslexic strengths and challenges, we can and will go far.

9. 4 in 5 successful dyslexics attribute Dyslexic Thinking to their success.

10. We know exactly how to identify and support dyslexia and have done since the 1930s!

Despite the many strengths that are associated with Dyslexia, children with Dyslexia often face many barriers to learning in traditional mainstream classrooms. Our curriculum and general methods of teaching often do not suit the Dyslexic way of thinking and learning.

Early identification of Dyslexia is vital to educational success, yet a recent study conducted by ‘Made by Dyslexia’, a global charity led by famous Dyslexic Richard Branson, found that 84% of teachers and parents describe the process of identifying dyslexia at their school as difficult or just not possible and 98% say teachers need more training in how to identify and support dyslexia.

This is why here at The Children’s Rooms, we provide a full cognitive assessment for Dyslexia and associated learning differences, as well as bespoke INSET training for schools on all aspects of SpLD’s and Neurodiversity.

DIAGNOSTIC ASSESSMENTS

The assessments cover a wide range of cognitive investigations, such as Visual, Verbal and General IQ testing, comprehensive testing of phonological processing, testing of working memory, and analysis of literacy-based skills.

The full cognitive assessment is not comparable to general dyslexia screeners that schools often use. Screeners can provide good information for the basis of intervention, but are highly inaccurate for the purpose of diagnosis.

The assessments are conducted here at The Children’s Rooms and generally last between 1-3 hours. Following an assessment, you will be provided with a comprehensive report of findings, which gives an insight into the specific learning profile of the individual child, meaning that whether a diagnosis is made or not, you gain a thorough insight into how your child learns best. Included in the report is a set of comprehensive strategies for schools, specialist teachers and parents, so that whatever the outcome of the assessment, you are equipped as a family to make beneficial changes that will endeavour to remove barriers to learning for your child.