Comprehensive Diagnostic Assessments with Sari in Frisco, TX

Contact Sari by email or phone to discuss any questions you may have or to schedule a  consultation meeting during which the process of the evaluation is discussed, areas of evaluation focus is decided,  in-person testing is scheduled.  

The time to finish an assessment depends on several factors, such as if insurance is used, availability of the in person testing, rescheduling needs, etc. Typically assessments are completed in 4 to 6 weeks from the initian consultation meeting.

• Consultation meeting during which the process of the evaluation is discussed, areas of evaluation focus is decided,  in-person testing is scheduled.  
• Parent and/ or client interview
• Collecting information from other sources (e.g. teachers, therapists, etc.)
• Scoring of the forms, interpreting the information, and writing the report
• Feedback meeting will take place to go over the evaluation results thoroughly 

It is important to complete a comprehensive assessment due to so many overlapping and cooccuring symptoms to identify the real reason for the individual's difficulties.  The assessment is completed looking into all develepmentally appropriate areas.

You will receive a comprehensive evaluation report including the diagnosis and appropriate recommendations when the evaluation is completed that you can share with your doctor, psychiatrists, pediatrician, school, college, work, etc. The length of the evaluation completion depends on availability and the depth and length of the evaluation.

  Common co-occurring diagnoses with autism include attention-deficit/hyperactivity disorder (ADHD), anxiety and depression, gastrointestinal (GI) disorders, seizures, sensory issues, and sleep disorders.  

   Autism Spectrum Disorder (ASD) can affect anyone, but research indicates that boys are diagnosed four times more often than girls. This disparity may be due to differences in presentation; girls' symptoms can be more subtle, with fewer challenges in social communication and fewer repetitive behaviors, which can lead to underdiagnosis or misdiagnosis. Diagnosis is also more challenging for autistic adults who have learned to "mask" or hide their symptoms. 

  Autism is a lifelong condition, and the needs, strengths, and challenges of an autistic person can evolve over time, necessitating varying levels of support and accommodations as they navigate different life stages. Early intervention and therapies are crucial, often significantly impacting a person's later skills and life outcomes. Some people may not meet the criteria for Autism later in life with early intervention strategies. 

  Common social and communication characteristics often associated with autism include a literal interpretation of language, leading to difficulty understanding sarcasm, metaphors, or idioms. Individuals may also face challenges with social cues, such as reading body language or maintaining typical eye contact. Communication can be very direct and honest, sometimes leading to misinterpretation as rudeness. Social interaction can be draining, resulting in social fatigue and a preference for solitude. Lastly, some individuals engage in "masking," which is the conscious or unconscious effort to hide autistic traits to better fit into social situations.  

 Autistic traits in behavior and interests are often characterized by a few key areas. Individuals frequently exhibit intense, deeply focused special interests, leading to a high level of expertise in specific topics. There is a strong reliance on routine, making unexpected transitions particularly difficult. Repetitive movements, often called stimming (like hand-flapping or rocking), serve as a form of self-regulation. Finally, a heightened attention to detail allows for the noticing of patterns, minor details, or subtle sounds that are often overlooked by others. 

 Sensory and Emotional Traits often associated with neurodivergence, including differences in how sensory information is processed (hypersensitivity or hyposensitivity to light, sound, etc.), experiencing emotions intensely (though perhaps not expressed typically), and engaging in sensory-seeking or sensory-avoiding behaviors.