What an adult autism assessment involves

Most adults begin with a GP, who may use a short screening tool such as the AQ-10 and discuss why autism is suspected. If the screen suggests further assessment, the GP refers to a local autism diagnostic service. In England, Right to Choose may allow referral to another NHS-contracted provider in some areas. Private assessment is another route. Waiting times for NHS services are often long, so ask for the current estimate.

• Social communication and interaction: conversation, reading cues, friendships and relationships.

• Restricted or repetitive behaviours, routines, intense interests and rigidity.

• Sensory sensitivities to sound, light, touch, taste or smell.

• Developmental and school history.

• Mental health, including anxiety, depression, trauma and ADHD.

• Strengths, coping strategies and the energy cost of masking.

Clinicians combine information from several sources. These may include a semi-structured interview about development and current functioning, an observational assessment such as the Autism Diagnostic Observation Schedule, questionnaires and information from an informant. No single test is sufficient, and guidance emphasises clinical judgement informed by a full history.

Many adults, especially women and people diagnosed late, have learned to copy social behaviours and suppress natural responses. This can make observation misleading. Good assessors ask about the effort and exhaustion involved and consider how someone functions across situations, not just in a clinic room. Tell the assessor about masking, even if it feels hard to describe.

You should receive an explanation of the findings and a written report, whether or not autism is diagnosed. The report should describe strengths and difficulties and make recommendations for support, which can be used to request adjustments at work, in education and in healthcare. If not diagnosed, the assessor should explain what else might account for your experiences and where to go next.

Write down examples of social difficulties, sensory issues and routines, gather any school reports, identify a parent or other informant and list medicines and previous diagnoses. If the assessment is remote, check your setup and consider where you can be comfortable. If you need sensory adjustments, such as dimmer lights, ask in advance.

Assessments can be tiring, especially if you mask. Plan for a quiet period afterwards, bring water and a snack, and ask for breaks. If sensory issues are a concern, request a quieter room or dimmer lights. If you need extra time to answer, say so. Some people feel emotional after recounting early experiences, so avoid scheduling demanding commitments straight afterwards. If you are distressed, contact your GP or a support line, and remember that feedback and the written report usually come later.