What to Expect from Your Child’s Assessment at Effra Clinic

Deciding to seek an assessment for your child can feel like a very important decision. Many parents come to Effra Clinic having observations and questions about their child, whether that relates to attention, communication, emotional regulation, or social interaction or at the recommendation of other professionals involved. We have heard that this can be a difficult journey and that parents can feel often unsure about the best approach and the most appropriate professionals to start this exploration with.

This blog outlines what to expect from the Effra initial consultation, so you and your child can approach the process feeling informed and reassured.

Our approach

At Effra Clinic, our aim is not simply to reach a diagnosis, but to build a clear and thoughtful understanding of your child’s development.

Early assessment can be an important opportunity to understand how your child is growing, learning and interacting with the world around them. The focus is on identifying both strengths and areas of difficulty, and considering whether further assessment or support may be helpful.

The initial consultation is best thought of as a broad developmental screening rather than a test. It allows us to look across multiple areas of development and decide what, if any, next steps are needed. We send your some screening questionnaires before the appointment so we can use the consultation time effectively to discuss your observations and concerns.

What happens in the initial consultation?

The initial consultation is usually conducted by two clinicians from different professional backgrounds, both experienced in assessing neurodevelopmental differences in children.

This structure allows for two things to happen at the same time:

• your child can spend time interacting, playing or talking with one clinician

• parents can share their concerns, observations and developmental history with the other clinician

  
  

Additionally, we get to meet you with your child together and further observe them in your presence. This approach helps us build a rounded picture of your child.

For younger children, play is a central part of the assessment. Through play, drawing and interaction, clinicians observe:

• communication and language

• social interaction

• attention and activity levels

• emotional responses

• general behaviour and engagement

  
  

These observations are considered alongside your account of your child’s development, including early milestones and current day-to-day functioning.

What should I tell my child beforehand?

It is often helpful to keep explanations simple and reassuring.

You might say that you are going to meet:

“a doctor or therapist who talks to children and helps understand how they are getting on, and whether there is anything that might help them at home or at school.”

It is not necessary to introduce diagnostic labels. The clinicians will adapt their language to your child’s level and follow their pace and your lead about any discussion held before.

Children are usually asked about:

• things they enjoy

• what they feel they are good at

• anything they find difficult

• their hobbies and interests

• friendships and family life.

  
  

Importantly, this is not a test or an exam. The process is designed to feel as relaxed and positive as possible in order to get to know your child as close as you do. For younger children in particular, it often feels more like play than assessment.

What happens after the initial consultation?

Following the initial consultation, the next steps will depend on what has been discussed and identified:

Sometimes, no further assessments are needed at this stage although we always have strategies and resources to share as appropriate for your child’s age and profile.

Sometimes we recommend that further assessment is needed; this may include:

• informal observation, such as additional play-based sessions

• structured assessments, including diagnostic interviews and standardised tools

• questionnaires completed by parents, and sometimes schools or nurseries

• in some cases, computer-based assessments

  
  

All assessments are carefully adjusted to your child’s age and level of development, with the aim of helping them feel comfortable and able to show their usual strengths and difficulties.

Sometimes our clinical impression is that a different type of assessment is required that can’t be offered through the Effra Clinic e.g. an assessment for dyslexia or dyspraxia. If this is the case, we will try our best to recommend and introduce you to the appropriate clinicians and our thinking around it will be clear in the report provided as well.

Information from school or nursery

Where appropriate, we may gather information from your child’s school or nursery.

This helps us understand how your child is functioning across different environments, which is an important part of assessing neurodevelopmental differences.

What is the outcome of the initial consultation?

The initial consultation provides a snapshot of your child’s development across key areas, including:

• cognitive development

• language and communication

• social and emotional development

• physical and motor skills

• play and interaction

  
  

Following the consultation, you will receive a report that summarises:

• your child’s strengths

• areas where there may be differences or difficulties

• whether further assessment is recommended

• suggested next steps or support as above

  
  

For some families, the outcome is reassurance that development is within the expected

range. For others, it provides a clear pathway towards further assessment or support.

A supportive and collaborative process

We recognise that bringing your child for assessment can feel uncertain or even daunting.

Our aim is to create an environment where both you and your child feel at ease, and where the process is collaborative, thoughtful and respectful. There is further information about the assessment process and how to prepare your child in our frequently asked question section of the website 

As with adult assessments, the goal is not simply to apply a label, but to understand your child as an individual and to help guide what support might be most helpful moving forward.