Trenna Sutcliffe, M.D.

And the two areas that we look at, social communication skills, and the other is the repetitive behaviors restricted interests. So for social communication skills, our current diagnostic criteria requires that a patient has differences in three specific areas. One is their social reciprocity. So this is the back and forth of social interactions. It's how do you initiate socially?

And the two areas that we look at, social communication skills, and the other is the repetitive behaviors restricted interests. So for social communication skills, our current diagnostic criteria requires that a patient has differences in three specific areas. One is their social reciprocity. So this is the back and forth of social interactions. It's how do you initiate socially?

How do you respond socially? The second area is related to nonverbal communication skills. So it's how someone uses their nonverbal communication, eye contact gestures, as well as how they understand and interpret somebody else's nonverbal communication. And then the third area is related to how they understand relationships.

How do you respond socially? The second area is related to nonverbal communication skills. So it's how someone uses their nonverbal communication, eye contact gestures, as well as how they understand and interpret somebody else's nonverbal communication. And then the third area is related to how they understand relationships.

So it's about building friendships, playing with peers, how they understand the social context of being in a group. So those are the three key areas when it comes to the social communication piece. And in order to get the diagnosis, you do have to have differences in all those three areas.

So it's about building friendships, playing with peers, how they understand the social context of being in a group. So those are the three key areas when it comes to the social communication piece. And in order to get the diagnosis, you do have to have differences in all those three areas.

Depends on the level of severity in the child. So first of all, it's important that whoever's doing the assessment really understands that child.

Depends on the level of severity in the child. So first of all, it's important that whoever's doing the assessment really understands that child.

It can be a physician or it can be a psychologist. That's generally who does it. So physician would either be a developmental behavioral pediatrician or a psychiatrist. That's most often. Occasionally, it's a pediatric neurologist or somebody else with some sort of similar background and training, but generally DBP or psychiatrist.

It can be a physician or it can be a psychologist. That's generally who does it. So physician would either be a developmental behavioral pediatrician or a psychiatrist. That's most often. Occasionally, it's a pediatric neurologist or somebody else with some sort of similar background and training, but generally DBP or psychiatrist.

And if it's not a physician, then it's a psychologist that usually does the assessment. And so the assessment could be multiple things. There's no gold standard, like the assessment has to include certain components. But again, like I mentioned, it's important that the clinician get to know the child. I think it's important to understand the child's profile. The label is only one piece of it.

And if it's not a physician, then it's a psychologist that usually does the assessment. And so the assessment could be multiple things. There's no gold standard, like the assessment has to include certain components. But again, like I mentioned, it's important that the clinician get to know the child. I think it's important to understand the child's profile. The label is only one piece of it.

If someone tells me their child has autism, I actually really don't know much about their child.

If someone tells me their child has autism, I actually really don't know much about their child.

Because you tell me your child has autism, I really don't know what your child is like if someone tells me that on the street. Then we come up with treatment plans for like a child with autism. It's like, well, there's a saying, you've met one child with autism, you've met one child with autism. And so to really make a difference with the treatment plan,

Because you tell me your child has autism, I really don't know what your child is like if someone tells me that on the street. Then we come up with treatment plans for like a child with autism. It's like, well, there's a saying, you've met one child with autism, you've met one child with autism. And so to really make a difference with the treatment plan,

you need to understand that profile of that child, that child's strengths and challenges. And so for me, there's multiple goals with the assessment. One part of the assessment is to make a diagnosis because the diagnosis can be a tool to help the adults around that child better understand that child.

you need to understand that profile of that child, that child's strengths and challenges. And so for me, there's multiple goals with the assessment. One part of the assessment is to make a diagnosis because the diagnosis can be a tool to help the adults around that child better understand that child.

It gives some sort of structure of like how to approach that child and leverage their strengths and work on skill building. It can help get resources at school or through insurance. So the diagnosis is a tool. However, to really make a difference, you want to understand What about that child is unique and different? And how do you support that child?

It gives some sort of structure of like how to approach that child and leverage their strengths and work on skill building. It can help get resources at school or through insurance. So the diagnosis is a tool. However, to really make a difference, you want to understand What about that child is unique and different? And how do you support that child?