Regardless of whether you are given a diagnosis of ASD, we are here to offer support and guidance. For most other mental health concerns, such as anxiety or depression, we are able to assess and diagnose these through our Comprehensive Assessment for ASD.  If we believe that Attention-Deficit/Hyperactivity (ADHD) might be a more appropriate (or additional) diagnosis for your child, we can provide clarity through testing for a supplemental fee. And if we think further neuropsychological testing is needed (e.g., for a suspected learning or intellectual disability), we can provide referrals for supplemental testing and collaborate with other providers.

Should you seek treatment related to other mental health concerns, we offer evidence-based therapy in person and via telehealth. You can learn more about our therapy plans here.

There are a number of benefits of choosing ASD-specific evaluation over other types of testing:
► More cost-effective
► Fewer appointments or hours of testing
► Greater focus on autism-specific symptoms
► Resources and recommendations specific to ASD

Our evaluators have extensive experience working with people on the spectrum of all ages and presentations. We have expertise in identifying ASD and co-occurring conditions, such as anxiety, depression, trauma, and ADHD. Because there is significant symptom overlap in ASD and other disorders, this expertise is critical for accurate diagnosis and subsequent treatment recommendations.

Additionally, neurodiversity among girls, women, and people of color has frequently been overlooked or misdiagnosed. We feel confident in our ability to identify ASD symptoms in these populations, enabling proper diagnosis and appropriate subsequent intervention.

There is no lab test or medical diagnostic that can identify ASD. Research supports reliable diagnosis as early as 18 months of age; we have expertise in identifying very early signs of ASD, leading to earlier treatment and better social-communication outcomes. Additionally, our psychologists are skilled in identifying children and teens with mild symptoms of ASD, whose deficits may be missed due to compensatory behaviors (i.e., “masking”). For some children and teens, weaknesses in communication and social skills may only become noticeable as social demands increase, starting in middle school and beyond. Professionals without training and experience working with neurodiverse populations may miss mild, subtle, or atypical symptoms. Less targeted assessment may not provide detailed investigation necessary to identify subtler, but still interfering and distressing, symptoms of autism.