Achieving an understanding of young people’s abilities and differences and helping those around them to share that understanding and provide the best support
About Us
We are an integrated psychology and psychiatry team with extensive experience and specialist expertise in the assesment of neurodiversity in children and adolescents.
We offer a range of neurodevelopmental assessments looking at possible differences in three key areas of development:
Social interaction and communication [consideration of the autism spectrum]
Attention and impulse control [consideration of ADHD / ADD]
Cognitive and learning abilities [consideration of specific learning difficulties including dyslexia]
Core Services
What We Do
- Assessment to explore concerns relating to attention, activity levels and impulse control (diagnostic consideration of ADHD)
- Assessment of social interaction and communication and play/behaviour (diagnostic consideration of the autism spectrum)
- Assessment of patterns of intellectual, cognitive and learning abilities
- Assessment to identify specific literacy/learning disorders including dyslexia
We have particular expertise in understanding profiles that are not necessarily ‘typical’ of one condition and may include varied areas of strength and difficulty
Initial Consultation
to explore what kind of help you need if you aren’t quite sure, or want to find out more about the different options
Autism Assessment
expert assessment including consideration of high functioning and atypical profiles
ADHD Assessment
diagnostic assessment with optional additional assessment of cognitive abilities and learning
Cognitive Assessment
exploring intellectual ability, cognitive proficiency and learning profiles including dyslexia
What parents and professionals have said
Frequently Asked Questions
empty
Gillick competence refers to someone having the ability to understand and consent to a [healthcare] procedure.
It is assumed that anyone of 16 years or above has this capacity, but many children are ‘Gillick competent’ from around 12 or 13 years of age. For young people of this age and above, it is therefore essential that you have some kind of conversation with them about the assessment before they attend.
We realise it can feel difficult to know how to broach this subject as a parent. If this is something you have not yet discussed with your child/teen, there are a number of ways that other parents approach it. The terms you use, and level of information provided will depend on your child’s age and their level of interest. See the FAQ ‘How do I talk to my child…’
empty
There is huge individual variation in all aspects of brain development. The term neurodiversity is now used to describe how each aspect – or dimension – of brain function can differ widely between individuals, and away from what is considered ‘typical’ or average. These differences can be in thoughts, feelings, aspects of behaviour, or the way someone processes information. It is a reflection of the remarkable variation in the way the human brain is built and operates.
empty
Neurodevelopmental assessment looks at these differences, particularly in things like social interaction and communication (found within the autism spectrum), attention and impulsivity (ADHD spectrum) and learning abilities (e.g. dyslexia). Neurodevelopmental differences can lead people to experience and respond to the world differently from ‘neurotypical’ people. These differences are considered to be neither good nor bad – they can create advantages as well as challenges. For example, having strong focused interests and a being good at applying rules or understanding systems, which is common on the autism spectrum, is highly desirable and advantageous in many work settings. On the other hand, less good ability to read subtle non-verbal cues or sensitivity to sensory stimuli, also common on the autism spectrum, can make some social situations difficult. Having very high activity levels and an impulsive cognitive style, which is typical in ADHD, is associated with creative thinking and high levels of productivity, but some impulsive actions can result in conflict or error. There are examples of people with all kinds of neurodivergence who are functioning at the highest level across a range of industries – many of whom do so because of neurodivergent characteristics, not in spite of them.
In some cases, the pattern of neuro-differences will meet the criteria for a diagnosis, and in others they may not and are considered to be ‘traits’. Making a diagnosis can be helpful – if criteria are met – because it identifies a degree of difference that may affect quality of life or well-being. However, mapping the pattern of someone’s profile (stronger and weaker skills) is generally the most important first step, regardless of diagnosis. It is a key starting point to increasing understanding and allowing young people and their families and school/workplace to create an environment that challenges and develops strengths whilst offering support or adjustments if that is needed.
Assessments at the locations can be arranged by request
We are regularly based at consulting rooms in central London, See Location
Assessments at other locations can be arranged by request
We offer assessments to children and young people across the full age range from 3 to 19 years of age.
Dr Walker and Dr Newsom-Davis are both highly qualified, have been appointed to NHS Consultant posts and have many years of experience within specialist NHS neurodevelopmental assessment teams, including current roles. Their evidence-based assessment process is both robust and systematic, but also carefully tailored to individual needs and questions, and incorporates the UK’s NICE (NICE | The National Institute for Health and Care Excellence) guidelines. Their expertise, assessment process and conclusions have not been questioned by colleagues in the NHS or Education to date. A small number of NHS Trusts are reported to have a blanket policy that they will not accept the results of private assessments and that an NHS pathway is required. We have yet to come across this issue, but would advise you to check with your local health authority if you are in any doubt.
Local authority education departments are required by law to consider all reports submitted as part of EHCP applications. Local education departments are not, however, required to follow specific recommendations in reports but this applies to NHS reports as well those from private practice. Our reports are comprehensive, detailed, evidence-based and carefully argued, and this may be why we have not found they are challenged.
The assessment report is confidential and is only sent to the parent / guardian who requested the assessment, and to the child or young person if this is appropriate based on their age and level understanding, [i.e. they are Gillick competent*]. However, we invariably encourage parents to share assessment findings and/or reports with relevant professionals, typically the child’s school, their GP, and any other clinicians directly involved.
The exception to the above, which applies across all healthcare services, is that confidential information may be shared with other relevant professionals or safeguarding agencies if a child/young person [or their parent] discloses something to suggest that they, or somebody else, may be at risk of harm. This is part of our duty of care.
*Gillick competence refers to a child who is under-16 but who has the ability to understand the range of potential consequences of a medical [or related] procedure and is therefore able to have a role in decision-making.
If this is something you have not yet discussed with your child, there are a number of ways that parents approach it. The terms you use, and level of information provided will depend on your child’s age and their level of interest. The following suggestions might help:
–
- Find a quiet time and place when others aren’t around.
- Sometimes children find it easier to talk (and listen) whilst engaged in a physical activity, even if that’s just going for a walk.
- Introduce the subject and have an idea what you want to say, but be led by your child’s responses.
- It can be helpful to start talking about ways in which we are all different – neurodiversity is a ways of describing that – and it can have advantages as well as disadvantages.
- If your child has had difficulties that led to the assessment, e.g. in school, then this can be an opening – the assessment will try to identify whether there are differences in how the young person thinks/feels/processes that has made school a harder place.
- Emphasise your child’s strengths as well as differences and avoid terms like disorder.
- some parents have talked about the following ideas –
– Parents may recognize some of their own characteristics in their child, and start by talking about having had difficulties with that when they were younger and wishing they had understood why, and had been offered help
– Being neurodivergent is generally not visible and lots of people have these differences even if you may not know that about them
– There are times that neurodiversity can cause challenges and being aware of it yourself means that you can find ways to make life easier
– There is a whole population of happy and successful neurodivergent people in all walks of life…and almost certainly amongst your friends and family (and classmates) too.
- Be reassuring about your child’s involvement in deciding who you could / should share assessment results with (but don’t make promises you can’t keep…)
Cancellation
Our clinical appointments involve significant preparation
and administration and a lengthy assessment with two Consultants, requiring
participation of parents as well as a child’s absence from school. This means
that costs are incurred prior to the appointment date, and it is rarely
possible to fill cancelled appointments at short notice. As a result, we must
regrettably make charges for cancellations at short notice, as follows:
Cancellation within 48 hrs of the appointment or failure to attend: 100% of the quoted
fee
Cancellation >48 hrs but <14 days prior to the appointment: 30% of the quoted fee
Cancellation >14 days but <30 days prior to the appointment: 10% of the quoted fee
Cancellation >30 days prior to the appointment: Administration fee £50
The Child and Adolescent Neurodiversity Practice is fully GDPR compliant.
Dr Imogen Newsom-Davis is the registered Data Officer for the practice and is registered with the ICO (Information Commissioner’s Office). Registration number: ZA808945.
Our full Privacy Policy can be provided by emailing your request to the practice administrator at: drnewsomdavisPA@outlook.com