We assess children and young people for Autism and ADHD. We can assess you or your child if you have been referred to us before your 18th birthday. We look at a wide range of information from multiple settings to see if someone meets the criteria for an Autism/ADHD diagnosis.
How to access
To request an assessment we need a referral from you/your child’s school or GP. We accept referral before an 18th birthday and for an ADHD referral we would expect the child to be in a school environment.
Your acceptance letter will let you know whether you/your child has been accepted for an Autism and/or ADHD assessment. If it is both you/your child will be offered two seperate appointments.
How to find us
For your/your child’s appointment you will be invited to either Hillbrook or Hillside Bridge.
Use the tabs below to explore this section further.
What to expect
Once we receive the referral information we will review this and if we see evidence or traits of Autism and/or ADHD we will accept the referral.
In order to consider the referral in full, we need a developmental history from the parent/care giver and information from school, including a completed SNAP form. If we do not see evidence of traits, or if we do not have enough information, your referral might not be accepted.
You will be informed of the outcome either w ay via a letter in the post.
If you/your child is accepted you will be placed on our waiting list for an assessment. We are a diagnosis-only team so we do not provide any sessions prior to or after the assessments.
If you need to contact us whilst you are waiting you can email us using our contact details above.
Once you/your child is at the top of the list, they will be invited to an appointment with our team. If they are on the list for both Autism/ADHD, they will be invited for two seperate appointments.
Autism assessment
This appointment will last 45 minutes to 1 hour and will involve some activities and have a conversation with some of the team.
We uses a standardised tool to assess for Autism which can be used with people of all ages, abilities and language skills.
The assessment involves some interactive activities and conversations between your child and a member of our team.
During the appointment, there will be two team members in the room. We recommend that your child comes in to the assessment on their own.
We understand that every child is different, and want to reassure you that whatever your child does on the day, it will help us to better understand them.
ADHD assessment
This appointment will last around 45 minutes and involves a short computer task.
The ADHD assessment tool that is used in CAMHS is called the QB (quantitative behaviour) test. This involves doing a short task on the computer.
It is recommended that your child comes in to the appointment on their own. The QB does not have a ‘right or wrong’ outcome, it is just a task that we use to support your assessment.
Please be aware that you will not receive a diagnosis at either of these appointments.
Once we have seen you for all your assessments, we will then discuss all the information we have, from the time of referral and the assessments themselves, in our Joint Assessment Clinic (JAC) where a multidisciplinary team meets to review the supporting evidence and reach a clinical decision.
After this, you will be contacted with the outcome and then you will be sent a report that details your child’s strengths, needs and recommendations.
This is the end of the process and after this time your child will be discharged from the Neurodevelopmental team. If you receive a diagnosis of ADHD, then we will offer medication and you will be placed on the waiting list for ADHD medication.
Bradford Autism support service: awaiting diagnosis, have diagnosis, there to support families and carers of children. Please call 01274 721932 or email enquiries@autismbradford.org.uk
Cygnet: An educational course from Barnardos for parents or carers who have a young person with a diagnosis of Autism.
Adders: Aims to promote awareness of ADHD and provide information and practical advice to those with ADHD and their families. They have lots of information, downloadable resources, and a comprehensive list of local support groups.
The West Yorkshire ADHD Support Group: a peer led voluntary support group offering a wide range of support to both adults and parents or carers of children with ADHD. Email support@wyadhd.org.uk or call 0113 8563459.
The National Autistic Society: aim to transform lives and change attitudes to help create a society that works for autistic people. They offer lots of support and guidance on their website.
Autism Central: a website set up by nine non-for-profit organisations designed to offer parents and carers of Autistic people easy access to Autism education, training, and support.
An EHCP (Education and Healthcare Plan) is a legally-binding document outlining a child or young persons special educational, health, and social care needs. These can be applied for if you believe your child’s educational needs are not being met in their current setting, and outlines adjustments that can be made.
There are also some other organisations that may be able to support an EHCP application:
Bradford SENDIASS Tel: 01274 513300; email: bradfordSENDIASS@barnardos.org.uk: Independent service offering advice and support for a range of topics, including SEN provision, assessment processes, EHCPs, reviews, transitions, exclusions, transport, appeals, local policies, and SEN code of practice. Support may be provided on a 1:1 or group basis according to need.
ACE Education Advice ServiceTel: 0300 0115 142; offers parents/carers information and advice on anything relating to education, including bullying, SEN provision, government guidelines and exclusions. There is plenty of information on the website plus a term-time telephone helpline.
Applying for an EHC Assessment can be done yourself through the local offer online portal. Your school will also be asked to provide evidence for the application. Or your school can apply for the EHCP.
Barnardo’s Cygnet Parent/Carer Support Programme:Tel: 01274 513300 For parents and carers of children aged 5-18 years with ASD. A programme delivered over six 2-3 hour sessions covering topics such as: ASD and diagnosis, sensory issues, and understanding and managing behaviour.
Sunbeams: A parent run support group for parents and carers of children with disabilities and special needs, including Asperger’s, Autism and delayed development (North Craven). Tel: 0845 034 9408 or email northcravencc@northyorks.gov.uk
Early Help: Tel: 01274 435600 offers keyworkers to help provide behavioural support.
Youth in Mind: A partnership of services supporting 11–19-year-olds in Bradford District and Craven who are struggling with their social, emotional, or mental wellbeing. For those with special educational needs and disabilities, they accept referrals up to the age of 25.
The Mix: Tel: 0808 808 4994 Support for young people under 25 years.
Kooth Service: Online counselling and emotional wellbeing platform for children and young people, accessible through mobile, tablet, and desktop for free.
Sharing Voices: a community mental health organisation. Support for young people from a BAME background
Neurodivergent children may experience meltdowns due to factors like tiredness, sensory overload, overthinking, relationship issues, hunger, pain, or difficulty handling demands.
When a child is highly distressed, reasoning may not be effective. Prioritise safety, then provide a safe space for the child to calm down.
Limit verbal instructions, keeping them short, clear, and avoiding questions during heightened emotions.
Some children may struggle to recognize or articulate emotions (alexithymia) and may not be able to explain their feelings during a meltdown. Avoid pressing for explanations.
Validate their emotions, e.g., “I can see you’re upset. That must feel horrible.”
Allow time for recovery. Difficult emotions like rejection, shame, or criticism may be expressed as anger. Show acceptance and support despite the intensity of their emotions.
Help regulate emotions with strategies like a sensory-safe space, music, or repetitive movement.
Children may need support to calm down when overwhelmed.
Masking or camouflaging involves hiding parts of oneself to fit in, often unconsciously. While it helps build connections, it can harm young people’s well-being by pressuring them to conform to neurotypical norms.
Children may mask difficulties at school, appearing differently at home. Communication between home and school can help parents understand school-related changes or incidents.
Masking often includes suppressing soothing behaviors like stimming, mimicking others, and using social scripts to avoid prejudice or judgment.
Reducing the need for masking involves raising awareness of neurodivergent behaviors and thought patterns.
While masking can be a short-term coping strategy, prolonged use may lead to fatigue, mental health issues, and internalized stigma. Encouraging self-compassion and self-kindness is essential.
While we are not able to offer any sleep services, there are other organisations and places to access support and guidance.
Sleep Tight Bradford District and Craven (Together Trust) Sleep Tight Bradford District and Craven | Together Trust – provides specialist 1-1 sleep clinics for parents of children aged 2-11 years who are experiencing sleep difficulties. Their website also has lots of advice and guidance.
Together Trust ‘Sleep Chats’ – as well as their sleep clinics, Together Trust offer 15 minute chats with a qualified sleep practitioner to discuss any sleep issues.
Children’s Community Support Team (C.C.S.T) – offer consultations to parents of children 5-17 years with a diagnosed disability or an identified SEND need.
National Sleep Helpline – Trainer sleep advisors who can talk things through and suggest ways to help. The helpline number is 03303 530541. The helpline is open Sun-Tues and Thurs 7pm-9pm, and Weds 9-11am.
Reasonable adjustments for children at school – reasonable adjustments for children with additional needs at school.
A school nurse can help assess and support your child at school with any issues around anxiety. sensory issues, school environment or any other school issues.
Autistic children often thrive on routine and predictability. Try to maintain their regular schedule as much as possible during Eid celebrations.
If there are any changes to the routine, inform the child in advance and provide visual schedules or times to help them understand the upcoming events.
Sensory considerations:
Many autistic children are sensitive to sensory stimuli. Be mindful of loud noises, bright lights, and crowded spaces during celebrations.
Offer a quiet and calm space where the child can retreat if they become overwhelmed. Consider providing noise-cancelling headphones or sensory-friendly items.
Visual support:
Visual support such as social stories, visual schedules, and visual cues can be beneficial for autistic children. Use these tools to help them understand the sequence of events during Eid and what to expect.
Prepare for social interactions:
Social interactions can be challenging for some autistic children. Prepare them for meeting relatives or guests by using social stories or role-playing beforehand.
Allow the child to choose whether they want to participate in social activities or prefer some alone time.
Special diets and food preferences:
Consider any dietary restrictions or preferences the child may have. Some autistic children have specific food sensitives or preferences, so ensure that there are options available that they can enjoy.
Inclusive activities:
Plan activities that cater to a variety of interests and sensory preferences. This could include arts and crafts, storytelling, or other activities that allow the child to engage at their comfort level.
Communication strategies:
Be patient and use clear, simple language when communicating with the child. If the child uses alternative communication methods, ensure that those are respected and supported.
Family involvement:
Encourage family members to be understanding and supportive. Educate them about the child’s needs and preferences to create a more inclusive and comfortable environment.
Flexibility:
Be flexible and open to adjustments. If a particular aspect of the celebration is causing distress, consider modifying or skipping it to prioritise the child’s well-being.
Celebrate in familiar settings:
If possible, celebrate in a familiar and comfortable environment for the child. This can help reduce anxiety and make the celebration more enjoyable for them.
Remember that each autistic child is unique, and the strategies that work for one may not work for another. It’s essential to observe and understand the child’s specific needs and preferences to create a positive and inclusive Eid celebration for everyone involved.
FAQ
We assess ADHD in children from reception age, as long as they are in an education setting. Any younger and the child will be referred directly to the Child Development Centre (CDC) by the GP or school.
A referral can come from the GP or from school. In order to review a referral we will need a completed developmental history, school information and SNAPS forms which you will receive when submitting the referral.
In some situations, it may be possible for a member of support staff to be in contact with you to help fill out the forms. Please get in touch with CAMHS if that is something you feel you may need.
You will receive a letter to confirm if your child has been accepted onto our waiting list.
We are a diagnosis-only team so do not offer any wider sessions outside of the assessment appointments. Unfortunately, we are currently not in a position to expedite referrals. Please see our support tab for advice on how to manage difficult behaviour and mental/emotional wellbeing support.
The waiting time for ADHD medication is variable and can change frequently. You will be informed of the current wait time when you are informed the outcome of your assessment(s).
We cannot recommend any private companies for assessment. If you wish to find out more information about private assessments or right to choose, we recommend you discuss this with your GP.
Autism
Autism is a neurodevelopmental condition. This means it relates to how someone’s brain developed and they are both lifelong conditions.
What is Autism?
Autism effects the way a person communicates and interacts with other people and how they see the world around them. Autistic people’s brains work differently to non-autistic people’s brains.
Traits of Autism can include:
Differences with verbal and non-verbal communication. This can manifest itself in ways such as struggling to pick up on tone of voice or missing physical cues; delayed speech or lack of speech; repetition of words or phrases (echolalia) or perhaps being very talkative.
Differences with social interaction. These can include finding it difficult to understand what other people are feeling or what they mean and difficulty in the development of play and imagination.
A need for routine and repetition which can present in ways such as these: needing things to stay the same every day; finding changes difficult; repetitive movements such as hand flapping or spinning an object round.
ADHD
Attention deficit hyperactivity disorder (ADHD) is a condition that affects people’s behaviour, and also describes a neurodivergent pattern of brain development and thinking. ADHD can affect a child/ young person’s concentration and focus, physical activity levels and ability to control sudden urges and impulses. People with ADHD can seem restless, may have trouble concentrating and may act on impulse.
ADHD tends to be categorised into three main types:
Inattentive– people with this type of ADHD can find concentrating difficult, especially if it is not something of interest to them. Listening and processing information is also hard. They can be very easily distracted, as their brains find something more interesting to concentrate on, or they try to process what is going on around them. They can appear disorganised and forgetful or that they are constantly losing things.
Hyperactive and impulsive – people with hyperactive and impulsive ADHD can be very physically active. They may fidget, fiddle or move around a lot and struggle to sit still. They are often described as being full of energy. This goes hand in hand with impulsivity so they may also speak or act without thinking, and may find it difficult to wait in line or wait their turn.
Combined – this type is a mixture of the two others. Most people have traits that fall into both areas and identify with the combined type of ADHD.
Living with an ADHD brain can be difficult but it can also come with strengths. A person with ADHD is often very enthusiastic and energetic. They are often able to hyperfocus on topics of interest and are can be very creative in their approaches to tasks and activities.
ADHD medication information for parents
Managing ADHD symptoms can be exhausting, and maintaining focus is challenging for young people. Medication can improve concentration, reduce overactivity, and provide more thinking time without sedating the individual. ADHD medication is short-acting, leaving the body the same day, and follows NICE guidelines.
Types of medication:
• Stimulants: First-line treatment (e.g., methylphenidate like Ritalin, Concerta) helps 80% of children. If ineffective, Lisdexamfetamine (Elvanse) may be tried.
• Non-Stimulants: Used if stimulants don’t work, taking 2-4 weeks to take effect.
Dosage and age recommendations:
• Under 9: Immediate release medication.
• Ages 9-11: Immediate or prolonged release.
• Over 11: Prolonged release (lasting 6-12 hours, depending on metabolism).
Finding the right medication and dose may take months, requiring trial-and-error.
Common side effects:
• Sleep: Stimulants may worsen or improve sleep; this will be assessed.
• Appetite: Appetite may decrease; height and weight will be monitored regularly.
Key factors in medication choice:
Appetite, sleep patterns, lifestyle, and schedule (e.g., long school days or activities) influence decisions. Initially, daily medication is recommended to assess effects, but non-school days can later be skipped to allow for appetite recovery.
Monitoring and follow-ups:
• Initial monitoring includes blood pressure, weight, heart rate, and height monthly. Once stabilized, checks occur every 3 months (under 12) or 6 months (over 12).
• Clinics are available on Thursdays (Hillbrook) and Fridays (Fieldhead) for measurements.
Review process:
Medication reviews involve input from carers, young people, and schools to assess effectiveness and adjust dosages.
