My name is Lyndsey and I am an Associate Technician with Autism Services Group. I work in Ireland and am based in both Southern and Northern in Ireland. No two days in my job really look the same. Some days I am writing reports, some days I'm in face-to-face meetings, and other days I'm carrying out online assessments.

Today is one of those assessment days, and I'm meeting with an adult online using the ADOS-2 and also meeting with a child face to face.

What the ADOS-2 Assessment Creates

The ADOS-2 is a structured observational assessment made up of different tasks and questions designed to bring out certain responses from the person you are meeting. On paper, it sounds quite technical. In practice, though, what matters most to me is the space it creates.

What I really enjoy about working with adults is how much the clarity means to them. Many people come into an assessment after years of questioning themselves, their experiences, and the challenges they've faced. Sitting with someone who just wants things to make sense is something I don't take lightly.

Conducting the Assessment

Today I am based in our beautiful office space in the heart of Belfast and my role in the assessment is to set up scenarios through conversation and tasks that might evoke certain reactions.

This assessment is one and a half hours long today and through conversation and presenting the tasks online, the assessment is completed successfully. My training allows me to do this in a way that feels natural and comfortable, without it feeling overly clinical, while still viewing responses through a clinical lens.

What often happens is that the person in front of me starts to relax into being themselves. There's no pressure to impress, no need to perform, and no social expectations beyond their own experience of life. For many neurodivergent adults, that feels rare.

A Rare Space Without Masking

People often tell me this is one of the few spaces where they don't feel the need to mask or overthink their responses. They can answer honestly, in their own words, and from their own perspective. That openness is powerful, and it tells me far more than any rehearsed response ever could.

As a psychotherapist, I'm also always thinking beyond the assessment itself. A diagnosis isn't an end point, it's a starting point. I'm already considering at this point what supports might be helpful afterwards for this person, what this new understanding might bring up for them, and how they can be supported as they process it all.

Assessing Children: A Different Experience

Later in the day, I also carry out a combined ADOS-2 and DIVA assessment with a child, which is a completely different experience to meeting with an adult online. I meet the parent and child in the waiting area, help the parent feel comfortable, and show the child where their parent will be waiting. The assessments usually lasts between one and one-and-a-half hours, although this always depends on the child and how much they choose to talk or engage. If a child doesn't engage, that's okay too, it's not the assessor's role to create a false reaction. Meet them where they are at and document this. This will be their report forever and it is important it is a reflection of who they are.

A Playful, Child-Led Approach

Although some of the tasks and questions are the same, the ADOS-2 with a child becomes much more experiential. I always ensure that the assessment is child-led, with the child's responses observed naturally within the environment.

My role during a child assessment is very play-based. I engage with the tasks in a playful and curious way, helping the child feel safe and comfortable from the start. I've worked as a nurture-based facilitator for many years, and I feel that experience has really shaped how I approach this work. No assessment is the same and it is a true privilege to meet every child and see the world through their eyes for that short time. It is wonderful.

During ADHD assessments, the process is more question-led. I focus on gathering as much evidence of hyperactive indicators as possible through observation. I'll then ask the parent to join us from the waiting room to help supplement the answers, as children often give brief or yes/no responses. To get a full and accurate picture, it's important to observe both the child and parent together.

Ongoing Support After Assessment

When the assessment ends, I always reassure parents that they can get in touch again. I'm very aware that there can be a lot to take in, and often it's only once families are back home that they notice things or have questions that feel important to follow up on.

One thing I really value about working at Autism Services Group is knowing that people will not be left unsupported once the assessment is over. Whether support comes from within our team or through being signposted to trusted external services, therapy, or community groups, I know it will be done thoughtfully and with genuine care behind it.

Autism Services Group provides this as a unique tailoring experience and this is not available in most services and is part of the heart of our people who are mostly all neurodivergent or have lived experience with neurodivergence.

At the heart of it, these assessments aren't just about tools or outcomes. They're about giving people space to be seen, understood, and supported and being part of that is a privilege I don't take for granted. It really is a life affirming role and I am lucky to be part of it and such a wonderful team.

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