Specialist Assessments
EPIC’s assessment of children, young people and young adults always starts with a consultant or senior clinician initial appointment to take a holistic view of the concerns and advise on any further specialist assessments. These specialist assessments may be important to further understand any underlying differences or areas of difficulty. Recommendations can then be made for adaptations, support or therapeutic approaches that will help.
Below is a summary of our more sought after assessment pathways, however these may be adapted or combined to provide bespoke assessment pathways according to individual needs. EPIC have unique expertise in complex language assessments and Aphantasia.
Information on the assessment components, what they involve and what to expect is available from our administration team on request and will be provided at the start of any assessment pathway.
Autism (ASD)
Autism is a neurodevelopmental condition that is often referred to as a spectrum as it impacts everyone differently. Autism is characterised by difficulties with social interaction and communication, with restricted or repetitive thinking patterns or behaviours. Autistic individuals may communicate, behave, learn, relate, and interact in different ways.
Our ASD assessment consists of a Cognitive Assessment, an ADOS (Autism Diagnostic Observation) and a Developmental History, also questionnaires completed by parents/carers and the school/education setting.
A feedback appointment with the consultant or senior clinician will discuss the findings of all the above and if indicated provide a formal diagnosis. You will receive a pack with copies of all reports from each assessment component, in addition a summary letter will be sent to you and your GP with the outcome of the assessment.
Pathological Demand Avoidance (PDA)
PDA is understood to be a profile on the autism spectrum, with high levels of anxiety and avoidance of everyday demands, including the use of 'social' strategies. The presentation can therefore look different to more typical autism. Understanding this profile can be important to inform the most appropriate support strategies.
Our ASD assessments can be extended to include a Coventry Grid assessment and demand avoidance questionnaires to clarify a PDA profile. This will be discussed in the initial assessment or ASD assessment feedback session.
Attention Deficit (Hyperactivity) Disorder (ADHD/ADD)
ADHD/ADD are neurodevelopmental disorders characterised by struggles with inattention, hyperactivity, and impulsivity. ADHD/ADD presents differently in individuals and impacts negatively on learning, behaviours and emotions. ADHD/ADD is rarely diagnosed under the age of 6 years.
Our ADHD assessment consists of a Cognitive Assessment, a Developmental History and either a Qb test (for older children) or a school observation (for younger children), also questionnaires completed by parents/carers and the school/education setting.
A feedback appointment with the consultant or senior clinician will discuss the findings of all the above and if indicated provide a formal diagnosis. You will receive a pack with copies of all reports from each assessment component, in addition a summary letter will be sent to you and your GP with the outcome of the assessment.
EPIC do not prescribe ADHD medication for children or young people unless they have been assessed and diagnosed through EPIC Solutions.
Neuropsychological Assessments
EPIC’s Clinical Psychologists offer a range of neuropsychological assessments that can be done individually but are more often part of specialist assessment pathways.
A cognitive assessment is a standard part of most of our assessment pathways to identify any learning needs that may be contributing to the presenting difficulties. The cognitive assessment used is dependent on age, these include the WPPSI (Wechsler Preschool and Primary Scale of Intelligence), WISC-V (Wechsler Intelligence Scale for Children Fifth Edition) and WAIS-IV (Wechsler Adult Intelligence Scale Fourth Edition).
In children too young for cognitive assessments we may offer a Schedule of Growing Skills Developmental Assessment (SOGS). In children or young people with significant additional needs, who may struggle to complete a cognitive assessment, we may advise a Vineland Adaptive Behaviour assessment.
All of the above are followed by a feedback appointment to discuss the findings, either with the clinical psychologist undertaking the assessment or with the consultant/senior clinician providing overview of the specialist assessment pathway. A full report with recommendations is provided.
EPIC do not provide educational assessments of learning output such as dyslexia or dyscalculia.
Developmental Language Disorder (DLD)
Developmental Language Disorder (DLD) is a life-long neurodevelopmental condition characterised by differences with understanding and/or using spoken language. DLD can present in a variety of ways with features that can appear similar to ASD, ADHD or learning difficulties.
There are different levels of assessment that may be advised either as stand alone assessments or as part of a specialist assessment pathway. The Clinical Evaluation of Language Fundamentals (CELF 5 UK) assesses core receptive and expressive language skills, particularly related to learning. A range of further assessments of higher order language are used by our specialist speech and language therapist to explore the use, processing and interpretation of language, particularly for social communication and the impact of any difficulties on emotions and behaviours.
Assessment will be followed by a feedback appointment to discuss the findings with either our specialist speech and language therapist undertaking the assessment or with the consultant/senior clinician providing overview of the specialist assessment pathway. A full report with recommendations is provided.
Fetal Alcohol Spectrum Disorder (FASD)
FASD is a complex neurodevelopmental disorder that can occur following exposure of the developing brain to alcohol during pregnancy. FASD can present with physical problems and/or problems with development, emotions, behaviour and learning. The presentation varies between individuals but understanding an individual FASD profile of strengths and difficulties is essential to providing appropriate life long support.
Assessment involves a paediatric review of in utero risk factors, all areas of difficulty, past medical, family and developmental history and a physical examination. Our paediatrician will review any previous professional reports that may contribute towards the overall assessment.
An individualised plan of further assessments is then made to ensure an understanding of strengths and difficulties across ten domains of brain functioning which include cognition, attention, executive functioning, language, motor skills, social skills and adaptive functioning, memory, affect regulation, academic attainment and neuroanatomy/neurophysiology. FASD assessment should ideally include assessment of all ten domains. Diagnosis may still be possible but cannot be guaranteed from assessing fewer domains.
EPIC’s multidisciplinary team will review all findings and agree whether the diagnostic criteria for FASD are met. The outcome will be discussed in a feedback appointment and a full report provided with recommendations.
Attachment/Trauma Assessments
Attachment Disorders and/or Developmental Trauma can present as complex emotional and/or behavioural difficulties as a result of disrupted attachments to primary care givers in the early years of childhood and/or adverse experiences or specific traumatic events during different stages of development.
Our specialist mental health nurse uses a range of assessments that explore attachment and trauma, including the Coventry Grid Assessment, Story Stem Assessment, Child Attachment Interview, Trauma Symptom Checklist for Children and the Marshak Interaction Method (MIM) specific to the theraplay model. These will be discussed in the initial assessment and used as appropriate for each individual child or young person to provide a greater understanding of difficulties and recommendations for therapeutic approaches and support.
Assessment may also include neuropsychological assessments and/or occupational therapist sensory processing assessment.
Developmental Coordination Disorder (DCD/Dyspraxia)
DCD, also known as dyspraxia, is a disorder affecting gross and/or fine motor skills and coordination which negatively impacts on everyday functioning including educational and recreational activities.
Assessment involves a paediatric review of all areas of difficulty, past medical and developmental history and a physical examination. Our Occupational Therapist will then perform a Movement Assessment Battery for Children (Movement ABC) and a Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). If required our Physiotherapist will also provide assessment of core strength and mobility.
Our Paediatrician will confirm the diagnosis if appropriate and a full report with recommendations is provided.
Global Developmental Delay (GDD)
GDD refers to a child's development milestones being significantly behind what is considered typical for their age and usually affecting multiple areas of development, including physical, cognitive, communication, and social skills. There is rarely a single cause for GDD, it more likely results from a combination of genetic, environmental, and prenatal factors. Early intervention and support can help children with GDD make progress and reach their developmental goals.
Assessment will start with our consultant paediatrician to consider all areas of difficulty, past medical, family and developmental history and a physical examination. Our allied health professionals including physiotherapist, speech and language therapist, occupational therapist and clinical psychologist will be involved as needed to assess areas of development and provide recommendations for intervention and support.
Sensory Processing Difficulties
Sensory processing difficulties are where the brain struggles to process sensory information, causing over or under sensitivity, including visual, auditory, tactile, movement, oral and interoception. Difficulties often coexist with neurodevelopmental disorders and can contribute to challenges with anxiety, emotional regulation, attention, social interaction and self help skills.
Assessment of a child or young person’s individual sensory profile is done by our Occupational Therapists through a face to face appointment with observation during play based activities, and caregiver sensory profile questionnaires. A full report with a sensory diet and goal based practical recommendations is provided.
Avoidant Restrictive Food Intake Disorder (ARFID)
ARFID is a condition characterised by avoidance of certain foods and/or having a restricted intake in terms of overall amount eaten. This may be due to a combination of sensitivity to the taste, texture, smell, or appearance of food, a distressing experience associated with eating, or a poor appetite and low interest in eating. ARFID often coexists with neurodevelopmental differences, particularly autism. There may be associated physical health concerns regarding weight, growth or nutritional deficiencies.
Assessment will be individualised according to need but will involve a combination of our Consultant Paediatrician, Specialist Dietitian, Clinical Psychologists, Occupational Therapist and Speech and Language Therapist.