Autism Assessments

in Hobart

Little Bird Psychology provides neurodiversity-affirming autism assessments for adults, teenagers and children aged 10 and over in Kingston, Tasmania.

A cozy living room with a beige armchair, a small white side table, a gray sofa with plush toys, a computer desk with a laptop, monitor, and pink accessories, colorful floral artwork on the wall, and large windows with white blinds, illuminated by fluorescent ceiling lights.

Autism doesn’t always look obvious

Some autistic people are identified early. Others learn to observe, adapt, rehearse and push through, sometimes so successfully that nobody notices how much effort life requires.You might be considering an autism assessment because you or your young person:

  • feels different without quite knowing why

  • finds social situations confusing, effortful or exhausting

  • needs predictability and finds unexpected changes difficult

  • experiences sensory differences that other people don’t seem to notice

  • becomes deeply absorbed in particular interests

  • appears capable on the outside but needs significant recovery time

  • has learned to mask, copy others or hide discomfort

  • has previously been understood through anxiety, perfectionism, sensitivity or burnout

  • relates strongly to autistic experiences but doesn’t fit the stereotypes

You don’t need to be certain before getting in touch. Working out whether autism might explain your experiences is part of the assessment, it’s not something you need to do alone first.

Autistic people are not all alike.

Having friends, making eye contact, feeling empathy, using humour, succeeding academically or managing a career does not rule out autism. But these are things that again and again, people are told when they bring up the question of autism with their G.P. paediatrician, or psychiatrist.

For some people, autistic differences are easy for others to see. For others, they are mostly experienced internally: carefully analysing conversations, suppressing natural responses, preparing for unfamiliar situations, tolerating uncomfortable sensory environments or needing substantial time alone to recover.

My assessments consider both what other people observe and what it takes for you to manage underneath the surface.

Affirming assessment

An autism assessment at Little Bird is not about searching for everything that is “wrong” with you.

It is a collaborative process for understanding how you communicate, connect, process information, experience your environment and move through everyday life. We will explore both your strengths and the areas in which life asks more of you than other people may realise.

The assessment considers:

  • your current experiences

  • childhood and developmental history

  • communication and relationships

  • routines, predictability and flexibility

  • interests and ways of focusing

  • sensory experiences

  • masking and compensation

  • everyday functioning and support needs

  • other possible explanations or overlapping experiences

This includes considering ADHD, anxiety, trauma, learning differences and other factors that may overlap with (or sometimes look similar to) autism.

A woman sitting cross-legged on a beige armchair in a living room. She is smiling with her eyes closed, wearing glasses, a pink shirt, an orange sweater, and tan pants. There is a white side table with books, a black and red travel mug, and a yellow plush toy. A pink lamp and some art supplies are on a table in the foreground. The room has white walls, a large window with white blinds, and a pink carpet.

Our Process

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    Planning Session

    We begin with a 90-minute Planning Session.

    This gives us time to discuss what has led you to consider an assessment, what you hope to understand and whether an autism assessment is likely to be useful. I’ll explain the process and recommend an assessment plan based on your circumstances.

    The Planning Session costs $350. If you continue with the assessment, this amount is included in the total fee.

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    Assessment appointments

    The assessment usually includes up to three 90-minute appointments.

    These are structured conversations rather than tests you can pass or fail. We may talk about childhood, relationships, interests, routines, sensory experiences, school, work and the strategies you use to manage everyday demands.

    You are welcome to ask questions, take breaks, move around, bring notes or tell me when a question doesn’t fit your experience.

    Where appropriate, I may also gather information from someone who knows you well, such as a parent, partner, teacher or psychologist.

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    Feedback and report

    You will receive your written report before the feedback appointment, so you have time to read and process it.

    During feedback, we will discuss the findings, answer your questions and make sense of what the outcome means for you. You will also receive practical recommendations and resources chosen for your circumstances.

    Reports are written in clear, respectful language and are designed to be genuinely useful, not simply filed away.

What if I’m also wondering about ADHD?

Autism and ADHD commonly occur together. Some people identify with the term AuDHD to describe this combination.

If there are signs that both may be relevant, we can discuss this during the Planning Session and decide whether an autism, ADHD or combined AuDHD assessment makes the most sense. You do not need to choose perfectly before enquiring.

Autism assessments for children and teenagers

Assessment is currently available for young people aged around 10 and over.

My work focuses particularly on subtle presentations of autism. In these cases, standardised assessment tools may not capture the young person’s experience, and teachers may see a capable student without noticing the effort, confusion or discomfort underneath.

This means the young person’s own perspective is an especially important part of the assessment. As young people get older, they are usually better able to describe their internal experiences, including how they manage friendships, sensory demands, change, masking and the effort involved in getting through the day. For this reason, I generally begin autism assessments from age 10.

The process is adapted to the individual young person. They can take breaks, draw, move around, bring something they would like to show me and choose not to answer a question. The aim is for them to feel involved, comfortable and respected.

Make an enquiry