Understanding Your Child’s Autism Assessment Report
This glossary explains some of the terms that may appear in your child’s autism assessment report.
Glossary
ADI-R
Autism Diagnostic Interview – Revised. A structured interview used with a parent or carer to gather detailed information about a child or young person’s development, communication, social interaction and patterns of behaviour.
ADOS-2
Autism Diagnostic Observation Schedule, Second Edition. A structured assessment used to observe a child or young person’s communication, social interaction, play and behaviour.
Algorithm / algorithm score
A scoring method used within some structured autism assessment tools. Scores are considered alongside the wider assessment and are not used on their own to make a diagnosis.
Autism / Autism Spectrum Disorder (ASD)
A lifelong neurodevelopmental difference that can affect how a person communicates, interacts with others, processes information and experiences the world around them. Autism presents differently from person to person.
Autistic traits / characteristics
Behaviours or ways of communicating, interacting or processing information that are commonly associated with autism. Having some autistic traits does not necessarily mean that a person meets the criteria for an autism diagnosis.
Clinical judgement
The professional opinion reached by the clinical team after considering all the available information, including assessment findings, developmental history and information from parents, carers, education settings and other professionals.
Clinical observation
What a clinician directly sees and hears during an assessment, including how a child or young person communicates, interacts, responds and behaves.
Collateral information
Information provided by other people or services involved with the child or young person. This may include parents, carers, school, health professionals or previous assessments.
Comorbidity
A second condition present alongside autism, for example ADHD, anxiety or a learning disability. Also called a co-occurring condition, which is the term increasingly preferred in NHS and NICE-aligned documents as it avoids implying autism itself is an illness.
Cut-off / diagnostic threshold
A score used within a structured assessment tool to indicate whether the findings are within a range commonly associated with autism. Reaching or not reaching a cut-off does not, by itself, determine whether an autism diagnosis is made.
Developmental history
Information about a child or young person’s early development and experiences, including communication, play, relationships, behaviour, sensory differences, learning and development.
Diagnostic criteria
The recognised clinical criteria that must be met before a diagnosis can be made.
Differential diagnosis
The process of considering whether a child or young person’s presentation may be better explained by another condition, developmental difference or combination of factors.
DSM-5-TR
The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision. This is one of the recognised clinical frameworks used to help determine whether a person meets the diagnostic criteria for autism.
Diagnostic uncertainty
This means that the available information does not currently provide enough evidence for the clinical team to reach a clear diagnostic conclusion. Further information, assessment or review may sometimes be recommended.
Echolalia
Repeating words or phrases that have been heard previously. This may happen immediately or at a later time.
Emotional regulation
The ability to recognise, manage and respond to emotions. Some children and young people may need additional support to manage strong emotions, frustration, anxiety or changes in expectations.
Executive functioning
The mental skills used to plan, organise, start and complete tasks, manage time, remember instructions and regulate attention or behaviour.
Fluent speech
Speech that is developed enough for a child or young person to communicate using sentences and take part in conversation. It does not necessarily mean that communication is easy in all situations.
ICD-10 / ICD-11
International Classification of Diseases, 10th and 11th Revisions. Published by the World Health Organisation, this is the diagnostic framework NHS England's autism assessment pathway is built on. ICD-11 sets out the current diagnostic criteria for autism, but ICD-10 remains the mandated coding standard on NHS clinical record systems while services transition across, so both codes may appear on paperwork for now.
Independent clinical review
A review of the assessment information by a psychiatrist, paediatrician or clinical psychologist who was not responsible for completing the main assessment. This provides an additional level of clinical scrutiny before a diagnostic conclusion is reached.
Intense or highly focused interests
Interests that may be particularly strong, detailed or important to a child or young person and which may take up a significant amount of their attention or time.
Masking
When a person consciously or unconsciously changes, hides or suppresses aspects of their natural behaviour in order to fit in socially or meet expectations.
MDT / Multidisciplinary Team
A group of professionals from different clinical backgrounds who review assessment information together and contribute to decisions about diagnosis and recommendations.
Melatonin
A hormone that helps regulate sleep. Sleep difficulties are common in autistic children and young people, and where this is raised in a report it may be alongside a recommendation to discuss it with the GP, who can then assess whether melatonin or another approach is appropriate. Any decision to prescribe sits with the GP or Community Paediatrics, not with the assessment team.
Neurodevelopmental
Relating to the way the brain develops and functions. Autism, ADHD and some learning or communication differences are examples of neurodevelopmental conditions.
Non-verbal communication
Communication that does not rely solely on spoken words. This can include facial expressions, gestures, eye contact, body language and tone of voice.
Reciprocal conversation / reciprocal interaction
The back-and-forth exchange that takes place during conversation or social interaction, where each person responds to and builds on what the other person says or does.
Restricted or repetitive behaviours (RRB)
One of the two core areas assessed for an autism diagnosis, alongside social communication and interaction difficulties. Persistent restricted, repetitive and inflexible patterns of behaviour, interests or activities that go beyond what's typical for the person's age and background. Can include repetitive movements, strict routines, intense or narrow interests, and difficulty adjusting to change.
SaLT / Speech and Language Therapy
Assessment or support provided by a Speech and Language Therapist. This may explore speech, language, communication and social interaction.
SENDCo (or SENCO)
Special Educational Needs and Disabilities Coordinator. The member of staff in a school or education setting who helps coordinate support for children and young people with special educational needs or disabilities.
Sensory differences / sensory processing differences
Differences in how a person experiences or responds to sensory information such as sound, light, touch, taste, smell, movement, temperature or pain.
Sensory seeking
Seeking particular sensory experiences, such as movement, pressure, touching objects, making sounds or repeatedly engaging in certain physical activities.
Social communication
The way a person uses and understands communication when interacting with other people. This includes conversation, gestures, facial expressions, social understanding and adapting communication to different situations.
Social overture
An attempt to start or encourage interaction with another person, for example asking a question, showing something, making a comment or trying to gain another person’s attention.
Social reciprocity
The back-and-forth aspect of social interaction, such as sharing attention, responding to another person, taking turns in conversation or showing interest in another person’s thoughts or feelings.
Standardised assessment
An assessment that is carried out and scored using an established method so that clinicians can consider the findings consistently.
Stimming / self-stimulatory behaviour
Repeated movements, sounds or actions that may help a person regulate emotions, concentration or sensory experiences. Examples can include rocking, hand movements, repeating sounds or using objects repetitively.
Structured assessment tool
A recognised assessment method that gives clinicians a consistent way of gathering and considering information. Examples used within an autism assessment may include the ADOS-2 and ADI-R.
Transition
A change from one activity, place, routine or situation to another. Some children and young people find transitions more difficult, particularly when they are unexpected.
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