Embedded Files
WARNING: This is a placeholder site at the very earliest developmental stage
PREPARING FOR
ASSESSMENT/DIAGNOSIS
AS A LIKELY ADULT AUTISTIC
Although it can be pathologising - it can medicalise being autistic, a way of being - some adults must seek diagnosis rather than follow the valid more healthy self-discovery/self-identification pathway to <knowing>. This can be because of (e.g.)
- a need for gatekept and rationed services and allowances
- needing accommodations that require evidencing
- dispelling suspicion and criticism from relatives/friends
- strengthening legal protection against misunderstandings
- correcting misdiagnoses and seeking compensation
- being unequivocally <heard> by outsiders.
What do they want? Ask exactly what the assessor wants beforehand. They may have a list. Different diagnosticians use different assessment methods and may have specific questionnaires or evidence requirements.
Write a brief life history. Include childhood, school years, friendships, work, relationships, interests, sensory issues, burnout, mental health, and major life events. Be brief.
List current autistic traits. Note examples of social differences, sensory experiences, routines, special interests/passions, communication style, masking, executive functioning challenges, and shutdowns/meltdowns. See Comment 1.
Gather childhood evidence. Autism begins at the beginning of you, so any evidence from early life can be helpful. See Comment 2.
Find old school reports if possible. Comments such as "doesn't mix with peers", "prefers solitary activities", "overly sensitive", "very literal", "world of his/her own", or "fixed interests" can be useful. See Comment 3.
Talk to parents, siblings, or other long-term relatives. Ask what they remember about childhood behaviour, play, friendships, communication, sensitivities, routines, or unusual interests.
Collect supporting documents. Previous psychological reports, educational assessments, occupational therapy reports, ADHD assessments, or mental health records (including mis-diagnoses) may help provide context.
Make a timeline of challenges and strengths. Include school, employment, relationships, independent living, and periods of burnout. Try to not make it seem like a list of deficits. You know your strengths too, no matter how they might be seen by others.
Document sensory experiences. Consider sounds, lights, touch, clothing, food textures, smells, pain perception, temperature sensitivity, and overwhelm.
Document masking. Note strategies used to appear "normal", copy others, rehearse conversations, suppress stimming, or hide distress.
Bring writings (etc.) and creativities you've made over the years. Sometimes it is important to show, show, show.
Write down examples rather than labels. "I avoid supermarkets because the noise hurts" and "fluorescent lights are a total issue for me" are often more useful than simply writing "sensory issues".
Think about social communication across the lifespan. Friendships, dating, workplace interactions, misunderstandings, group situations, and conversational challenges are often discussed. Include successes and failures arising from attempts.
Think about routines and change. Consider how unexpected changes, transitions, travel, interruptions, or uncertainty affect you. What happens when asked to pause a game, or switch from clean-up to customer service? From loungin the lounge to bathing in the bathroom?
List repeating behaviours and interests. These can include visible behaviours, collecting information, researching topics intensely, repetitive movements, focusing on the fascinating (monotropism), or mental routines.
Note co-occurring conditions. ADHD, anxiety, depression, learning disabilities, trauma, OCD, dyspraxia, hyperlexia, EDS, POTS, dyslexia/dyscalculia, and sleep or circadian rhythm, etc. issues may be relevant.
Be honest about uncertainty. It is fine to say "I don't know" or "I can't remember"
Avoid trying to 'pass' the assessment. The goal is not to convince the psychologist of you being autistic but to provide an accurate picture of a totality of lived experience.
Attend unmasked if possible. Many adults spend decades hiding traits. Showing how life actually feels is usually more helpful than demonstrating coping strategies. You do not want to be you at your best, but you as you really are.
Prepare questions. Ask what diagnostic criteria are used, whether a written report is provided, what recommendations will be included, and whether differential diagnoses will be considered.
Clarify practical outcomes beforehand. Adult diagnosis of being autistic can provide validation, workplace accommodations, access to some services, and supporting documentation, but it does not automatically unlock extensive government-funded support for most adults, or qualify for needed charity.
Keep expectations realistic. A diagnosis may answer important questions about identity and life experiences, but it usually does not instantly solve employment, mental health, relationship, crises, or support-system challenges. Best to have an autistic companion through the process to keep you grounded on that.
Bring notes to appointments. Many autistic adults forget examples under pressure. Written notes are completely acceptable. Many autistics like me go along and absent-mindedly treat it like a cool social event, a needed one even, and forget it is an expensive formal process.
If possible, bring an informant. Some assessors like input from someone who knew the person as a child or knows them well now. You may really be helped by having a friend to look to, to reinforce for you the points you make.
Remember that diagnosis is not the only useful outcome. Even if the psychologist concludes being autistic is not the best explanation, a thorough assessment may identify ADHD, trauma impacts, anxiety, sensory processing differences, personality matters, giftedness, or other factors that better explain your experiences.
Comment 1: Current Trait Starter List
1. Social communication differences
Prefers one-on-one conversations over groups.
Doesn't know when it is their turn to speak.
Interrupts accidentally because they think of something important.
Takes things literally.
Misses hints, implications, or unspoken expectations.
Doesn't automatically know what others are thinking or feeling.
Has been described as blunt, intense, formal, naïve, aloof, rude, or "too honest"
Rehearses conversations in advance.
Studies social rules consciously rather than intuitively.
Feels as though socialising is work rather than something automatic.
2. Masking
Watches how others behave and copies them.
Forces eye contact despite discomfort.
Learns scripts for common situations.
Suppresses stimming.
Pretends to understand jokes, hints, or social expectations.
Appears socially capable but is exhausted afterwards.
Feels different from others despite appearing to fit in.
3. Sensory differences
Certain sounds feel painful or overwhelming.
Difficulty filtering background noise.
Strong reactions to clothing tags, seams, fabrics, or textures.
Food texture aversions.
Sensitivity to bright lights.
Sensitivity to smells others barely notice.
Strong preference for specific temperatures.
Needing sunglasses, headphones, or quiet spaces.
Seeking sensory experiences such as pressure, movement, chewing, spinning, rocking, or touching textures.
4. Need for predictability
Prefers routines.
Becomes anxious when plans change unexpectedly.
Needs advance notice before transitions.
Has rituals around daily activities.
Finds uncertainty particularly difficult.
Repeatedly checks information to reduce uncertainty.
5. 'Restricted'/intense interests
Deeply researches topics.
Knows unusually large amounts about favourite subjects.
Collects information systematically.
Can spend hours on a special interest.
Conversations naturally drift toward favourite topics.
Interests may change over time but remain intense.
6. Repetitive behaviours (stimming)
Rocking.
Pacing.
Finger movements.
Hair twirling.
Repeating phrases.
Humming.
Tapping.
Fidgeting.
Chewing objects.
Listening to the same music repeatedly.
7. Executive functioning challenges
Difficulty starting tasks.
Trouble switching between tasks.
Forgetting routine activities.
Becoming overwhelmed by multiple steps.
Struggling to prioritise.
Difficulty organising paperwork or appointments.
8. Emotional regulation differences
Shutdowns.
Meltdowns.
Becoming overwhelmed by accumulated stress.
Taking longer than others to recover from social or sensory demands.
Burnout following periods of masking.
Comment 2: Childhood Trait Starter List
1. Social differences
Played beside other children rather than with them.
Preferred adults to peers.
Had few or no close friends.
Wanted friends but struggled to maintain friendships.
Seemed socially immature for age.
Was often left out or bullied.
Didn't understand playground politics.
2. Communication differences
Spoke unusually early or unusually late.
Used very adult language.
Spoke formally.
Monologued about favourite topics.
Took instructions literally.
Asked endless questions.
Had difficulty with back-and-forth conversation.
Play differences
Preferred organising or categorising toys.
Lined up toys.
Re-enacted scenes repeatedly.
Preferred factual interests over imaginative social play.
Had unusually intense interests.
3. Sensory differences
Refused certain clothes.
Hated haircuts.
Covered ears.
Strong food aversions.
Avoided messy play.
Was unusually sensitive to noise.
Sought movement, pressure, spinning, or other sensory input.
Repetitive behaviours
Hand flapping.
Rocking.
Toe walking.
Repeating phrases.
Rewatching the same videos repeatedly.
Needing things arranged in particular ways.
Need for sameness
Distress when routines changed.
Difficulty with transitions.
Insistence on particular rituals.
Eating the same foods repeatedly.
Strong preference for predictable activities.
4. Emotional experiences
Frequent overwhelm.
Intense reactions to seemingly small changes.
Appearing "over-sensitive"
Long recovery after upsetting events.
Comment 3: Relevant School Report Comments Starter List
"Works best independently"
"Prefers solitary activities"
"Quiet and withdrawn"
"Does not join in"
"Has difficulty mixing with peers"
"Lives in their own world"
"Needs to participate more"
"Can become upset by changes"
"Very focused on favourite subjects"
"Talks excessively about own interests"
"Perfectionist"
"Difficulty with group work"
"Sensitive to criticism"
"Struggles socially"
"Mature for age"
"Immature for age"
"Does not cope well with transitions"
"Needs help understanding social situations"
Last Updated ~ 12 January 2026
Page updated
Google Sites
Report abuse