Adult Autism & ADHD Assessments

Neurodiversity, Autism, and ADHD

Autism and attention-deficit/hyperactivity presentations are best understood as neurotypes, natural variations in how people think, process information, experience their senses, and engage with the world. From a neuroaffirming perspective, autism and ADHD are not conditions to be cured, but meaningful ways of being that shape a person’s strengths, relationships, and challenges across the lifespan.

In this practice, these neurotypes are approached with curiosity, respect, and compassion. Many challenges arise not from neurodivergence itself, but from environments that do not adequately support individual needs. A neuroaffirming approach focuses on understanding how a person’s brain works, identifying what supports regulation and well-being, and reducing the shame that can develop when differences are misunderstood or pathologized.

Adult Assessment Services

  • Autism-Focused Assessment
  • ADHD-Focused Assessment
  • Comprehensive Autism & ADHD Assessment

I provide autism and/or ADHD assessments for adults, with a specialization in late diagnosis. My work is grounded in culturally humble, neurodiversity-affirming principles, with a particular commitment to supporting women, LGBTQIA+ individuals, and adults from diverse racial, ethnic, and cultural communities. The assessment process is collaborative and strengths-based, with you viewed as the expert on your own lived experience.

Within this framework, I take a non-pathologizing approach to neurodivergence, understanding autism and ADHD as neurotypes rather than deficits. When appropriate, I use formal diagnoses of mental health conditions to inform treatment planning and support access to accommodations. While evaluations focus on autism and/or ADHD, commonly co-occurring conditions, such as depression, anxiety, and obsessive-compulsive disorder, are also thoughtfully considered as part of a comprehensive differential diagnostic process.

The assessment is designed to support self-exploration, provide diagnostic clarity, and foster a deeper understanding of your experiences.

Lived Experience and Clinical Perspective

My work is informed by formal education and specialized clinical training, as well as lived experience. I am neurodivergent myself and have close family members who are neurodivergent, including autistic and AuDHD (autistic and ADHD) individuals. This perspective deepens my understanding of how neurodivergence can show up in everyday life, relationships, systems, and environments, not only in clinical settings.

While lived experience informs my clinical sensitivity and understanding, all assessments are conducted in accordance with established clinical standards, ethical guidelines, and evidence-based assessment practices. Diagnostic conclusions are based on a comprehensive integration of clinical interviews, standardized measures, developmental history, and professional clinical judgment.

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At a Glance: The Assessment Process

1. Contact Dr. King

Complete the contact form to express interest in an adult autism and/or ADHD assessment.

2. Schedule the Intake Appointment & Register

I will contact you to schedule a one-hour intake appointment. You will also receive an invitation to register for the Therapy Appointment client portal, a secure, HIPAA-compliant electronic medical record platform.

3. Complete Forms and Questionnaires

You will be asked to complete a battery of questionnaires prior to the intake appointment. These questionnaires help inform the assessment process and guide our discussion during the intake.

4. Attend the Intake Appointment

During the intake appointment, I will review consent forms with you. We will discuss your psychosocial, developmental, and medical history, as well as your current concerns. We will talk about your needs and goals for the assessment and collaborate on an appropriate assessment plan.

5. Assessment Sessions

Assessment sessions are scheduled as outlined in the assessment plan and typically include two to three additional sessions. These sessions may include a more in-depth clinical interview and the use of diagnostic measures to evaluate for co-occurring mental health conditions, such as depression or anxiety, as part of the differential diagnostic process.

6. Feedback Session

The feedback session is an opportunity to discuss assessment findings, review the written report, and go over recommendations. This appointment focuses on helping you understand the results and how they may inform next steps, including treatment planning, supports, or accommodations, as appropriate.

Language and Identity

Many autistic individuals prefer identity-first language (e.g., “autistic person”) because autism is understood as an integral part of how they experience and engage with the world, rather than something separate from who they are. Person-first language can unintentionally suggest that autism is external or undesirable, which does not reflect how many autistic adults understand their identity. Because language is central to neuroaffirming practice, identity-first language is often used as a starting point. At the same time, language is personal. Dr. King makes every effort to use the terms each client prefers and adapts her language as needed so that it feels respectful, affirming, and aligned with how the individual understands themselves.