Assessed - Assessment Strategies for Neurodivergent Individuals
A comprehensive course for educators that transforms assessment approaches through a neuroaffirming lens. Learn to select, administer, and interpret assessments that truly understand neurodivergent learners.
- Description
- Curriculum
- FAQ
- Reviews
About the Presenter
I’m Bec (she/they), a Registered Psychologist, PsyBA Approved Supervisor and educator, who has worked in various public health programs including headspace Western Sydney and the Youth Enhanced Support Service (YESS), and has been providing therapeutic support and assessment in private practice for the last few years. This range of experiences has provided me with the privilege of getting to know people from so many diverse backgrounds, each with their own unique story. This diversity informs my practice, and I strive to help each individual become their most authentic self.
As a Queer AuDHDer myself, I practice from a Neurodiversity-affirming, LGBTQIA+ inclusive, and Health at Every Size (HAeS) perspective. Specifically, I am passionate about supporting Neurodivergent and/or Queer adolescents and adults to understand who they are, and empowering them to create the life they want and deserve.
Outside of work, I spend most of my time playing video games, doing arts and crafts, watching King of the Hill reruns, and hanging out with my menagerie of pets (Bowser, Daisy, Atlas, Link and Lenny say hi!)
Course Options
This course is available in two formats to accommodate different learning goals:
Non-Assessed Version:
-
Designed for professional development and self-directed learning
-
Access to all course content, resources, and module activities
-
No formal assessment requirements or grading (however assessment completion is recommended for practical application of learning)
-
Certificate of Completion provided upon finishing all modules
-
Ideal for practitioners seeking to enhance their knowledge
-
Q&A forum access and instructor support included
Assessed Version:
-
Includes all content from the non-assessed version
-
Requires completion of three formal assessments (case study, quiz, and comprehensive report)
-
Pass/Fail grading with feedback provided
-
May be used for university credit (6cp) toward UOW Master of Autism or Master of Education/Special Education
-
Formal certification upon successful completion of all assessments
-
More detailed feedback and assessment support
Subject Information
Module 1: Foundations of Assessment and Neuroaffirming Practice
Module 2 - Understanding Variables and Developing a Hypothesis
-
13
Module 2 - Introduction and Learning Outcomes -
14
How to Describe a Problem/Situation
-
15
Common Scenarios
-
16
Interpreting Existing Information
-
17
Using the Research
-
18
Research Question
-
19
Creating a Hypothesis
-
20
📋Self-Learning Activity: Case Study Introduction
-
21
Initial Hypothesis Development
-
22
Module 2 - Key Takeaways
-
23
💡 Self-Learning Activity 2: Creating Your Assessment Scenario
Module 3: Assessment Frameworks
-
24
Module 3 - Introduction and Learning Outcomes
-
25
Types of Assessment
-
26
Qualitative & Quantitative
-
27
Formal & Informal
-
28
Standardised & Non-Standardised Assessents
-
29
Person Centred Assessment Design
-
30
Assessment Selection Process
-
31
Key Factors in Assessment Selection
-
32
📋3 - Self-Learning Activity: Case Study
-
33
Module 3 - Key Takeaways
-
34
💡 Self-Learning Activity: Assessment Planning Framework
Module 4: Informal Assessment Techniques
-
35
Module 4 - Introduction
-
36
Structured and Unstructured Approaches
-
37
Interview Techniques in Informal Assessment
-
38
Practical Applications
-
39
Environmental Assessment and Observation
-
40
Behavioural Observation
-
41
Creating Custom Observation Tools
-
42
📋 Self-Learning Activity: Case Study
-
43
Key Takeaways
-
44
Assessment 1: Initial Case Study
Module 5: Formal Assessment - Questionnaires and Rating Scales
-
45
Module 5 - Introduction
-
46
Understanding Formal Assessment
-
47
Limitations of Formal Assessment
-
48
Hypothesis Testing with Formal Assessment
-
49
Types of Formal Assessment
-
50
Questionnaires vs Rating Scales
-
51
Self-Report vs. Observer Report Assessments
-
52
Assessment Prerequisites
-
53
Practical Considerations
-
54
Key Assessment Tools
-
55
Strengths and Difficulties Questionnaire (SDQ)
-
56
WHO Disability Assessment Schedule 2 (WHODAS 2.0)
-
57
Depression Anxiety Stress Scales (DASS)
-
58
Executive Skills Questionnaire - Revised (ESQ-R)
-
59
Preschool Anxiety Scale (PAS)
-
60
Revised Child Anxiety and Depression Scale (RCADS)
-
61
Practical Guidelines for Questionnaire Administration
-
62
Understanding Assessment Results
-
63
Scoring Methods
-
64
Qualitative Analysis
-
65
Interpretation to Reporting
-
66
📋 Self-Learning Activity: Case Study
-
67
Key Takeaways
-
68
💡 Self-Learning Activity: Assessment Tool Selection and Analysis
Module 6: Administering the MIGDAS-2
-
69
Introduction to the MIGDAS
-
70
How the Sensory-Based MIGDAS-2 Individualizes the Autism Diagnostic Process -
71
Overview of MIGDAS-2 Versions
-
72
Key Areas of Investigation in the MIGDAS
-
73
Special Interests
-
74
Sensory Experiences
-
75
Language and Communication
-
76
Social Relationships
-
77
Emotional Experiences
-
78
Daily Living, Work and Study
-
79
Administering the MIGDAS-2
-
80
Hypothesis Testing with the MIGDAS
-
81
Case Study Examples
-
82
Integration with Assessment Planning
-
83
Autism Conversations: Individualizing Educational Interventions with the MIGDAS-2 Evaluation Process
-
84
Analysis and Interpretation for Hypothesis Testing
-
85
Interpreting the MIGDAS - A Focused Lens Approach
-
86
📋 Self-Learning Activity: Case Study
-
87
Key Takeaways
-
88
💡 Self-Learning Activity: Applying the MIGDAS to Your Scenario
Module 7: Administering the Vineland-3
-
89
Introduction to the Vineland-3
-
90
Vineland-3 Case Studies for Neurodevelopmental Disorders
-
91
Overview of Vineland-3 Versions
-
92
Key Areas of Investigation in the Vineland-3
-
93
Communication Domain
-
94
Daily Living Skills Domain
-
95
Socialisation Domain
-
96
Motor Skills Domain
-
97
Maladaptive Behaviour Domain
-
98
Administering the Vineland-3
-
99
The Interview Process
-
100
Addressing Common Challenges
-
101
Hypothesis Testing with the Vineland-3
-
102
Case Study Examples
-
103
Integration with Assessment Planning
-
104
Interpreting Vineland-3 Results: A Neurodiversity-Affirming Approach
-
105
Case Study Examples
-
106
Interpreting the Vineland-3: A Domain-Specific Approach
-
107
📋 Module Activity: Case Study
-
108
Key Takeaways
-
109
💡 Self-Learning Activity: Applying the Vineland to Your Scenario
-
110
Assessment 2 - Multiple Choice Quiz
Module 8: Data Analysis and Interpretation
-
111
A Brief Review of Analysis Approaches
-
112
Qualitative Analysis Methods
-
113
Quantitative Analysis Methods
-
114
Mixed Methods Approaches
-
115
Integrating Multiple Data Sources
-
116
Types of Triangulation
-
117
Practical Strategies for Implementing Triangulation
-
118
Comparing Similarities and Differences Between Assessment Results
-
119
Pairing Quantitative and Qualitative Data for Stronger Supporting Evidence
-
120
Evaluating Quality and Weight of Evidence
-
121
Resolving Contradictions in Assessment Data
-
122
Person-Centered Interpretation
-
123
Developing a Cohesive Assessment Narrative
-
124
Hypothesis Testing Framework
-
125
Creating a Clear Assessment Storyline
-
126
Case Study Examples
-
127
Checklist for Coherent Narrative Development
-
128
📋 Module Activity: Case Study
-
129
Key Takeaways
-
130
💡 Self-Learning Activity: Integration and Analysis of Your Assessment Data
Module 9: Effective Communication
-
131
Effective Communication in Assessment Reporting
-
132
Report Writing Framework
-
133
Adapting Communication for Different Audiences
-
134
Tailoring Communication for Different Audiences
-
135
Case Example: Digital Communication Methods
-
136
Adapting Information for Specific Audiences
-
137
Case Example: Complex Information Sharing Across Settings
-
138
Navigating Complex Stakeholder Scenarios
-
139
Case Example: Navigating Conflicting Stakeholder Perspectives
-
140
Practical Guide to Report Writing
-
141
Common Pitfalls in Assessment Reporting
-
142
Responding to Feedback and Revising Reports
-
143
📋 Module Activity: Case Study
-
144
💡 Self-Learning Activity: Planning Your Assessment Report
Module 10: Integration and Advanced Application
-
145
Comprehensive Review of Course Content
-
146
Core Principles Revisited
-
147
Key Assessment Frameworks
-
148
Selecting the Right Assessment Approach
-
149
Integrating Qualitative and Quantitative Methods
-
150
Assessment Frameworks Across the Course
-
151
Running Case Study Review: Cooper’s Journey
-
152
Hypothesis Development
-
153
Assessment Selection and Implementation
-
154
Data Integration and Analysis
-
155
Communication and Recommendations
-
156
Advanced Applications
-
157
Complex Presentations
-
158
Systemic Assessment Approaches
-
159
Summary
-
160
Professional Development
-
161
Professional Organisations and Networks
-
162
Staying Current with Research and Practice
-
163
Reflective Practice
-
164
Final Reflection
-
165
Assessment 3: Comprehensive Assessment Report
How long does the course run for?
This is a self-paced online course that you can complete at your own speed. Students should be able to complete the course within 10-12 weeks, with each module requiring approximately 4-6 hours of engagement. You have access to the first module immediately upon enrollment and can progress through the modules as your schedule allows.
What does the course cover?
There are ten modules covering comprehensive assessment strategies for neurodivergent individuals. Topics include assessment fundamentals, neuroaffirming practice, hypothesis development, informal and formal assessment techniques (including the MIGDAS-2 and Vineland-3), data analysis and integration, and effective communication of findings. The approach is grounded in the neurodiversity-affirming paradigm and evidence-based practice, focusing on person-centred assessment that respects neurodivergent experiences.
What is the aim of the course?
The course aims to develop participants' skills and knowledge in conducting assessments with neurodivergent individuals from a neurodiversity-affirming perspective. On completing the course, students will understand how to select appropriate assessment tools, conduct person-centred assessments, interpret findings holistically, and communicate results effectively to support meaningful interventions for neurodivergent individuals.
How do I progress through the modules?
Each new module becomes available after you complete the required activity in the previous module. This sequential structure ensures you build a strong foundation before advancing to more complex concepts. You can track your progress through the learning management system and pause/resume as needed to accommodate your schedule.
Who is eligible to undertake the course?
The course is primarily aimed at University of Wollongong Masters in Autism and Masters in Education/Special Education students. However, it is open to professionals from various disciplines including psychology, education, allied health, and social services. Masters students participating in the course will need to complete three assessment tasks for accreditation. Others can enroll in the non-assessed version.
How many assessment tasks are there?
There are three assessment tasks – an initial case study report, a multiple choice quiz, and a comprehensive assessment report. Course instructor Bec Elliott will mark the assessment tasks with feedback provided within 14-21 days of submission
There are three assessment tasks – an initial case study report, a multiple choice quiz, and a comprehensive assessment report. Course instructor Bec Elliott will mark the assessment tasks with feedback provided within 14-21 days of submission
If you have enrolled in the assessed version of the course you will need to complete all three assessment tasks. If you are enrolled in the non-assessed version of the course, you will not need to complete the assessment tasks, though we strongly encourage completing them as they provide valuable opportunities to apply course concepts
What are the grades for the assessment tasks?
The three assessment tasks attract a pass or fail grade. Students will need to achieve a pass grade for all three activities in order to pass the course. Students who do not achieve a passing grade will have an opportunity to revise and resubmit each assessment.
Does the course count towards my accreditation in the Masters of Autism?
The assessed version of the course will count towards accreditation for students undertaking the Masters in Autism. You will need to complete an application form for Credit and email Dr Amanda Webster a copy of this and a certificate of successful completion
Can I access an extension if I am unable to complete the assessment tasks due to ill health or other personal circumstances?
We understand that sometimes circumstances arise that may make it necessary to request additional time. Since this is a self-paced course, you have flexibility in your completion timeline. However, if you need specific extensions beyond reasonable timeframes, please contact the course facilitator (Bec Elliott) directly to discuss your situation.
Are there live tutorials or webinars?
As this is a self-paced course, there are no scheduled live tutorials. Content is delivered sequentially with each new module becoming available after you complete the previous module's required activity. All materials include video lectures, readings, and interactive activities that you can access at your own pace. However, we do offer optional Q&A Zoom meetings once per month (day/time to be confirmed) where students at any stage of the course can join to ask questions and discuss course content with the instructor and fellow students. Support is also available through the course Q&A forum and email contact with the instructor.
Who is the course facilitator?
The course creator and facilitator is Bec Elliott, a Registered Psychologist, Board-Approved Psychology supervisor, university tutor, and Queer AuDHDer. Bec is an advocate for neurodiversity-affirming practice across all professional disciplines and has extensive experience in assessment and intervention with neurodivergent individuals
Who do I contact with questions?
Please direct any questions relating to course content to Bec Elliott - bec@becelliott.com.au
For support with payments, enrollment, or other technical matters not related to course content, please contact admin@mylifemydecisions.org
For support with payments, enrollment, or other technical matters not related to course content, please contact admin@mylifemydecisions.org
Stars 5
1
Stars 4
0
Stars 3
0
Stars 2
0
Stars 1
0
![Assessed [draft]](https://mylifemydecisions.org/wp-content/uploads/2025/05/Assessed-draft-870x440.png)
Assessed course - $800 plus admin fees
Course details
Duration
10 weeks
Lectures
162
Assignments
2
Quizzes
1
Level
Beginner
Popular courses
