Disclaimer: All scenarios in this article are fictitious and provided for illustration purposes only.
Your child sits in a quiet clinic room, shoulders tight, words shrinking to a whisper. At home, that same child talks for an hour about Lego spaceships or Jupiter’s moons, hands flying like a conductor. Which version ends up in the report?
For many families, that gap feels like a trap. You need an assessment that reflects real life—good days, hard days, and everything in between.
MIGDAS-2 (Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition) was developed to meet this need. It’s strengths-based and neuroaffirmative, respecting how each brain works and letting interests and sensory needs lead the way. Instead of forcing a script, MIGDAS invites natural talk, play, and sensory exploration.
Think of it less like an exam under bright lights and more like a thoughtful conversation at a comfortable kitchen table—still structured, but human.
Why Standard Autism Tests Can Miss the Mark
Clinic rooms can act like stage lights: bright, unfamiliar, and overwhelming. Many standard tools rely on fixed tasks in that setting. A child who speaks in detailed scripts at home may go silent in a new room. A teen who keeps it together for 45 minutes may crash the moment they leave.
The test looks neat on paper; real life is messy.
This happens in three ways:
- Outside factors: New faces, set activities, and time limits can raise anxiety or trigger shutdowns
- Inside feelings: Families worry the report will miss language that only appears with favourite topics, or social skills that show up best in small, safe moments
- The big picture: An assessment should recognise difference, not just check for gaps
Here’s a simple comparison. Think of two microphones. One is set for a loud rock singer (bright room, quick tasks, lots of eye contact). The other is tuned for a soft acoustic set (warm light, room to pause, talking while doing something with hands). If you use the first mic for a quiet singer, you’ll say, “They’re not very good.” Swap the mic, and suddenly you hear tone, timing, and feeling.
Standard tools are often that first mic. MIGDAS uses the second.
For example:
- Liam, 9, gave one-word replies during fixed pretend-play. When the session shifted to his train set, he demonstrated rich language and problem-solving skills: “If we switch this track, the carriage won’t jam.”
- Sofia, 12, seemed “fine” in a brief clinic chat, then sobbed in the car. Later, with drawing pencils on the table, she described how she scripts greetings and melts down after sports day.
When assessments lean too hard on a single room and script, they miss these truths. The cost is practical: schools don’t receive the necessary adjustments, families don’t receive the right plan, and funding requests lack the detail that demonstrates real, daily impact.
What a Fair Autism Assessment Looks Like
When an assessment begins with the person—not the checklist—you get a more accurate understanding of communication, thinking, and sensory needs.
A fair assessment should:
- Meet the person where they are (interests, sensory comfort, preferred ways to communicate)
- Use flexible, interest-led interviews to bring out authentic skills
- Translate findings into plain English, and next steps that fit real routines
Example: Maya, 14, masks all day at school, then crashes at home. In a standard interview, she gave short answers and watched the clock. When the topic shifted to the anime art she makes at night, everything changed. She explained unwritten social rules, how she scripts tricky conversations, and why lunchtimes are too loud.
Those details point to simple supports—quiet spaces, visual planning for group work, and permission to use noise-reducing headphones.
When this happens, teachers understand the “why” behind challenging moments, mornings feel smoother, and the person feels seen.
MIGDAS at ProActive Psychology: A Calm, Strengths-Based Autism Assessment
When we use MIGDAS, we adjust the lens so that the focus is tailored to the person in front of us. The room is calm, with soft lighting and sensory tools readily available. We start with what the person already loves—trains, drawing, coding, footy stats—and let that open the door to authentic conversation and play.
MIGDAS was designed by Dr Marilyn Monteiro to gather rich, qualitative insight. Instead of only scoring set tasks, it captures how someone uses language, relates to others, and manages sensory input when they feel safe.
Here’s how that difference shows up:
Toddlers and young kids: We sit on the floor with our favourite toys. If a child lines up cars before playing, we note how it helps them settle and follow their lead.
Primary school children: Interests drive the best conversations. A child who says little during small talk may explain complex Lego builds, showing reasoning and flexible thinking when the topic is right.
Teens: Many mask all day. We create space where they can drop the act. A teenager might provide detailed walkthroughs of managing gaming clans, revealing their social understanding and coping strategies.
Adults: We talk like adults. Topics can include burnout, sensory load at work, and interests that keep life steady. Many leave saying, “Someone finally put words to my experience.”
MIGDAS Assessment Process: What to Expect
Step 1: First Conversation and Context
We start by listening. You share what’s going well, what’s hard, and what a typical day looks like. We may gather short questionnaires from you and (with consent) from a teacher. There’s no “test prep” needed—just a good night’s sleep, a snack, and a favourite item.
Step 2: The MIGDAS Session
The room is calm and predictable with soft lighting. We invite the person to start with something they enjoy, then follow their lead with gentle prompts. For younger children, we sit on the floor and play. For teens and adults, it’s a respectful conversation with room to pause, draw, or handle a fidget if that helps.
Step 3: Plain-English Feedback and Report
Soon after, we meet to discuss what we saw and its implications in our homes, schools, and communities. The written report sounds like the person you know: strengths, stress points, and clear next steps.
Quick prep checklist:
- Bring a favourite item or activity
- Pack a snack and water
- Tell us any known triggers (noise, light, smells) up front
- If your child prefers drawing, building, or typing while talking, let us know
Life After a MIGDAS Assessment: Changes You Can Feel
The first change most families notice is a sense of relief. Instead of guessing, you have a clear profile with steps that fit real routines.
At home: Mornings get smoother when you match supports to sensory needs. One child starts the day with five quiet minutes and a weighted lap pad while reading—breakfast stops being a battle.
At school: Simple adjustments go a long way:
- Noise management: quiet table at lunch, pass to leave assemblies early
- Group work: visual plans and defined roles
- Energy management: movement breaks before writing, fidgets to keep focus steady
For teens: The report gives language to ask for what helps. “I listen best while drawing; please let me sketch during talks.”
For adults: Clear wording makes workplace requests fair and straightforward. One client requested a desk away from the printer and written instructions after meetings. Output increased, stress decreased.
Using Your Report for NDIS and School Planning
Your report can support applications by showing functional impact in plain language:
- Communication: “Uses short phrases in new settings; types longer responses when given time”
- Social interaction: “Manages best in pairs; large groups trigger shutdown”
- Learning: “Understands content but needs visual steps; benefits from breaks between tasks”
Practical inclusions strengthen plans:
- One-page school summary for teachers
- Short home routine sheet
- Goal list in everyday terms: “Stay in class through changeovers without distress”
The Cost of Waiting: Risks of Delay
When the plan isn’t clear, small problems snowball:
- Missed early supports: Skills grow fastest with the right help
- School strain: Without clear guidance, teachers guess, and consequences pile up
- Home stress: Evenings become battles without shared understanding
- Funding gaps: Reports with only scores can fall short for NDIS planning
- Mental health risks: Teens who mask all day often pay with anxiety and burnout
Examples:
- Amir, 8, started avoiding school on sports days. Following a MIGDAS-informed report, the school implemented pre-briefs on changes and provided ear protection. He joined in again within two weeks.
- Leah, 16, came home in tears daily. A fuller profile revealed that she processes speech more effectively while doodling. With this one change, she started handing in work on time.
From Box-Ticking to Being Seen
When the assessment fits the person, the tone at home and school shifts. Instead of chasing problems, you work with patterns you can see and plan for.
People feel recognised. Instead of reading reports that list only what’s “wrong,” families see strengths on the page—such as memory for detail, rich knowledge on special interests, and kindness with younger kids—and clear guidance for tricky spots.
It’s like moving from a checklist to a user manual that actually matches the person you love.
Bringing It All Together
When an assessment aligns with a person, everything else becomes easier. You get plain words for what you already sensed, and simple steps that make days run smoother.
MIGDAS achieves this by modifying the settings and script. Instead of bright rooms and tight tasks, it offers calm light, time to think, and invitations to talk while doing something safe—drawing, building, sorting.
If you’ve felt stuck between “the test says they’re fine” and “home tells a different story,” there is a better way. A report that explains the why behind challenging moments, names the strengths you see every day, and turns both into a plan you can actually use.
It’s not about fixing the person; it’s about shaping the setting so their best can show.
Book a MIGDAS Autism Assessment
If this approach sounds like the right fit, take the next step and book a MIGDAS assessment with ProActive Psychology. Our team in Fairfield and Bankstown will arrange a first conversation to confirm your needs and set a time that suits your schedule.
One action now can save months of guessing later. Reach out to our reception team—bring your questions, your lived knowledge, and (if helpful) you or your child’s favourite item. We’ll do the rest.
References
- Monteiro, M.J. & Stegall, S. 2018, Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2) Manual, Western Psychological Services, Torrance, CA.
- Western Psychological Services (WPS) n.d., ‘(MIGDAS-2) Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition’, WPS, viewed 11 September 2025, https://www.wpspublish.com/migdas-2-monteiro-interview-guidelines-for-diagnosing-the-autism-spectrum-second-edition.html.
- Pearson Clinical Australia 2018, ‘Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2)’, Pearson Clinical Australia, viewed 11 September 2025, https://www.pearsonclinical.com.au/en-au/Store/Professional-Assessments/Behaviour/Monteiro-Interview-Guidelines-for-Diagnosing-the-Autism-Spectrum%2C-Second-Edition/p/P100086001.
- Lord, C., Rutter, M., DiLavore, P.C., Risi, S., Gotham, K. & Bishop, S.L. 2012, Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) Manual, Western Psychological Services, Torrance, CA.
- Schopler, E., Van Bourgondien, M.E., Wellman, G.J. & Love, S.R. 2010, Childhood Autism Rating Scale, Second Edition (CARS-2) Manual, Western Psychological Services, Torrance, CA.
- National Disability Insurance Agency (NDIA) 2024, ‘Evidence review: Early interventions for children with autism’, NDIS Data & Insights, viewed 11 September 2025, https://dataresearch.ndis.gov.au/research-and-evaluation/early-interventions-and-high-volume-cohorts/evidence-review-early-interventions-children-autism.
- National Disability Insurance Scheme (NDIS) 2024, ‘Types of disability evidence’, NDIS, viewed 11 September 2025, https://www.ndis.gov.au/applying-access-ndis/how-apply/information-support-your-request/types-disability-evidence.
- University of Sydney, Brain and Mind Centre 2023, ‘Average wait time for autism assessments in children is over 3 years’, University of Sydney News, 6 February, viewed 11 September 2025, https://www.sydney.edu.au/brain-mind/news-and-events/news/2023/02/06/average-wait-time-for-autism-assessments-in-children-is-over-3-y.html.
- Reframing Autism 2024, ‘Guidelines for selecting a neurodiversity-affirming mental healthcare provider’, Reframing Autism, viewed 11 September 2025, https://reframingautism.org.au/guidelines-for-selecting-a-neurodiversity-affirming-mental-healthcare-provider/.
- Mandy, W., Midouhas, E., Hosozawa, M., Cable, N., Sacker, A. & Flouri, E. 2022, ‘Mental health and social difficulties of late-diagnosed autistic children, across childhood and adolescence’, Journal of Child Psychology and Psychiatry, vol. 63, no. 11, pp. 1405–1414. https://doi.org/10.1111/jcpp.13587
