Frequently Asked Questions

 The neurobiology and anatomy of the human brain is naturally diverse and varies from person to person. The differences in how our brain is structured influences how we respond to ourselves, others and the world around us. Factors such as how we think, engage with others and the environment, process sensory information, move and communicate can and do naturally vary. Commonalities in how the brain is structured can be grouped into different “neurotypes”. Broadly, neurotypical refers to a brain with typical, or the most common, neurological development and functioning. Neurodivergent, or people with neurodevelopmental differences, refers to brains that have neurological differences to what is considered typical.  

The DSM-V-TR is the tool used by health professionals in the assessments and diagnosis of neurodevelopmental differences. The DSM-V-TR outlines the diagnostic criteria for neuro-developmental differences. The DSM-V-TR refers to these as disorders. However, as TP Assessments adopts a neuro-affirming approach, we prefer to drop the disordered language and refer to them as neurodevelopmental differences or divergences. A neurodevelopmental disorder is a condition that affects the growth and development of the brain and nervous system, leading to difficulties in various areas of functioning such as cognition, behaviour, social interaction, and motor skills. 

Individuals are typically born with neuro-developmental differences and experiences are generally apparent early in childhood and persist throughout the individual's lifespan, however an individual may not know they have neurodevelopmental differences or receive a diagnosis until later in life.

Some examples of neurodevelopmental differences include:

1. Autism: Characterized by differences in how someone might communicate and interact with others, engage with topics of interests, move and behave.

2. Attention Deficit Hyperactivity Disorder (ADHD): Characterised by differences in areas such as attention, concentration and focus as well as differences in movement needs and impulse control.  

3. Intellectual Disability: Involves significant limitations in intellectual functioning as well as adaptive functioning across different areas including life skills, community engagement, and practical skills. 

4. Specific Learning Disorders: These include dyslexia (difficulty with reading), dyscalculia (difficulty with math), and dysgraphia (difficulty with writing), which impact specific academic skills.

Neurodevelopmental differences arise from complex interactions between genetic and environmental factors that influence brain development. 

While some neurodevelopmental differences, like autism, have a strong genetic component, others can result from environmental exposures during pregnancy. Brain imaging studies have provided insights into the structural and functional differences in the brains of individuals with neurodevelopmental differences.

Management and intervention of neurodevelopmental differences typically involves a multidisciplinary approach, including early intervention services, behavioural therapies, educational support, and, in some cases, medication. Not everyone with a neurodevelopmental difference requires additional support or intervention, however, given the world is designed for a neurotypical brain type, neurodivergent individuals often experience greater difficulty in a world that was not designed for them. It is therefore important these people have access to supports and accommodations. The goal of these supports should not be to “fix” the individual or to provide a “cure”, but to help  identify ways to adjust the environments around them and develop individualised strategies to aimed at meeting the person’s goals and improving their quality of life by addressing their specific needs and challenges. 

1. A feedback session following an assessment typically provides a comprehensive overview of the assessment results. What will be discussed in the feedback session will depend on the assessment type and purpose. Some areas often covered in a feedback session include:
2. Diagnosis: If applicable, a formal diagnosis based      on the assessment findings.
3. Strengths and Weaknesses: A discussion of your strengths and areas of difficulty in various domains, such as cognitive functioning, social skills, communication, and motor skills.
4. Developmental Profile: An overview of your developmental  history and current developmental level, including any delays or atypical patterns.
5. Functional Impairments: Discussion of how your neurodevelopmental profile impacts your daily functioning, including at home, school, and in the community.
6. Diagnostic Criteria: Explanation of how your presentation aligns with diagnostic criteria for specific neurodevelopmental disorders (if applicable).
7. Recommendations: Specific recommendations for interventions, therapies, accommodations, and supports to address your needs and promote your development and well-being.
8. Future Planning: Guidance on future planning, including      education, employment, and social participation, taking into account your strengths and challenges.
9. Questions and Clarifications: Opportunity for your and your family to ask questions and seek clarification on any aspect of the assessment or      recommendations.

The goal is to provide a clear understanding of the most important outcomes of the assessment, and to guide decision-making regarding interventions and supports.