Good assessment is crucial to understanding and assisting persons with Autism, as well as helping their families. Assessments of persons with autism may be done for a variety of reasons at various times in their lives, including:

  • to obtain or clarify an initial diagnosis
  • to document diagnostic status necessary for access to services or funding
  • to help understand the person

The needs or concerns expressed by the child, family and service providers will be considered when a decision is made regarding a request for assessment.

Assessments can be requested and completed at any time of the child’s life. For the purpose of transition, the Timmins Transition Committee partners have agreed that assessments should be completed during specific transition peak times to ensure that the child will be fully supported as needed and allow the transition to occur as successfully and with most ease as possible.

The type of assessment completed will be dependant on the needs or concerns expressed by the child or family.

  • Equipment assessment
  • Feeding assessment
  • Mobility assessment
  • Functional assessment
  • Fine motor assessment
  • Gross motor assessment
  • Sensory motor assessment
  • Psychological assessment
  • Educational assessment
  • Behavioural assessment
  • Orthopedic assessment
  • Neurological assessment
  • Dental assessment
  • Genetic assessment
  • Vision assessment
  • Hearing assessment
  • Nutrition assessment
  • Medical assessment
  • Speech and Language assessment
  • Activities of Daily Living
  • Vocational assessment

0 – School Entry

During this time period, the assessment process should consider:

  • Development of a baseline of child functioning.
  • Establishment of goals and programming to meet the child’s and family’s needs.
  • Ensuring an accurate picture of the child’s abilities and needs.
  • Ensuring updated goals and programming as the child transitions into community programs and/or school.

Junior Kindergarten – Hign School

Updated assessments are completed ongoingly to ensure:

  • To monitor child’s progress.
  • To update goals and programming as required.
  • To ensure appropriate services and supports are in place.
  • To ensure consistency of physical, staff and any other supports into high school.

Please return to the previous section on Assessments for the types of assessments available.

High School – Adulthood

Planning during this time should take into account which assessments will be required and what the timeframes for these will be as they may be determined by these services’ mandates and available resources.

It is important to note that many of these services have waitlists. Therefore, it’s important to initiate a referral as early as possible.

Please return to the previous section on Assessments for the types of assessments available.

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