Autism Spectrum Disorder Testing

We provide neurodiversity‑affirming, strengths‑based evaluations for Autism Spectrum Disorder (ASD) from preschool through college age.

We look beyond checklists to understand your child’s communication, social interaction, behavior, sensory profile, learning strengths, and daily living skills. Then we translate findings into practical, school‑ready recommendations and next steps.

Previously, ASD was distinguished from Asperger’s syndrome, but it is now reclassified in the DSM-5 as a broader category called autism spectrum disorder (ASD)

It means that symptoms can present on a spectrum - from mild to severe.

Signs an Autism Evaluation May Help

Every child presents differently. Common reasons families seek clarity include:

  • Limited back‑and‑forth conversation; prefers topics of strong interest

  • Challenges reading social cues, making/keeping friends, or joining group play

  • Echolalia, scripting, or unusual speech rhythm/tone

  • Sensory differences (noise, textures, clothing, food, movement)

  • Rigid routines; distress with changes; intense focus or repetitive behaviors

  • Differences in pretend play or imaginative play

  • Advanced vocabulary or strong memory paired with social/communication challenges

  • Masking/camouflaging at school with big after‑school meltdowns

  • Co‑occurring concerns: ADHD, anxiety, learning differences, or coordination challenges

If several of these feel familiar, a comprehensive evaluation can clarify what’s going on and how to help.

What Our Evaluation Includes

We tailor the assessment to age, language level, and referral questions. A typical battery may draw from:

Developmental History & Caregiver Interview

  • ADI‑R (Autism Diagnostic Interview‑Revised) or structured developmental interview

Social‑Communication & Autism Rating Scales

  • SRS, ASRS, CARS, and setting‑specific checklists (teacher/parent versions)

Cognitive & Learning Profile

  • WPPSI‑IV, WISC‑V, WAIS‑IV, or other developmental/cognitive measures (e.g. Bracken)

Adaptive Functioning

  • Vineland‑3 or ABAS‑3

Executive Function, Attention, Focus, & Behavior

  • BRIEF‑2, BASC‑3, Conners, CPT, other measures for co‑occurring ADHD/anxiety

Sensory Profile

  • Occupational therapy screening

We also review records, request teacher input, and—when helpful—observe in school or consult with treating providers.

For Schools & IEP Teams

Our reports map to IDEA and Section 504 criteria and include goal‑aligned recommendations you can implement immediately. We can attend meetings by request and collaborate on MTSS interventions, present levels, goals, accommodations, and progress monitoring.

The Testing Process

  1. Fit Call → clarify questions and determine appropriate tools

  2. Intake & Records → developmental history, teacher/caregiver forms

  3. Assessment Sessions → typically 1–2 visits with breaks; play‑based for young children, conversation/problem‑solving for older students

  4. Scoring & Report → combine test data, observations, and history. Report is ready typically 2 weeks after the testing session, expedited option available upon request.

  5. Feedback Meeting → review results and finalize the action plan

  6. Follow‑Through → optional school consultation and resource navigation

Important notice: The same standardized intelligence test should not be re‑administered within 12 months. If your child has prior testing, please share which test and the date so we can plan an accurate battery.