One of the biggest barriers for neurodivergent people entering the workforce is non-inclusive interviews.Interviews typically place an emphasis on conversational ability, social skills and body language. neurodivergent candidates often show differences in these areas and so reasonable adjustments need to be considered to give them a fair chance so reasonable adjustments need to be considered to give them a fair chance.

Organisations can get ahead of the curve by adopting an inclusive approach to neurodiversity from the beginning. Here are some tips to help your company to conduct more inclusive interviews to support the neurodiverse workforce.

Before the interview

To help candidates prepare and set themselves up for success before the interview starts, here are some things to consider:

• Provide clear directions to the interview, including photographs of streets and transport stations.
• Provide clear instructions on how to get into the building and where they need to go when they arrive.
• Share any interview questions in advance and allow them to bring reminder notes.
• Allow adequate time for replies during the interview.
• Let them know the name and job role of anyone they’ll be meeting during the interview beforehand.

• Provide a timetable for what will happen in the interview. For example, ‘we’ll spend the first ten minutes talking about you, then spend ten minutes talking about your technical experience’.
• If possible, provide access to a quiet space where your candidate can avoid auditory, visual, or social stimulation before and after the interview if required.
• Ask your candidate if they’d like to be accompanied by someone they know during the interview.
• Ask about communication preferences. Some people might prefer to support their spoken language with the option to write for example.

The right environment

Neurodivergent people often experience sensory issues. They may be distracted by noise, lights, and the surrounding environment, so if you’re hosting an in-person interview, it may be beneficial to ensure the interview room is as distraction-free as possible.

Here are some suggestions for getting the setting right:

• Provide a notebook in case your candidate wants to make notes. This can help them organise their thoughts when giving detailed answers.
• Invite them to move around during the interview, or factor in short breaks, if your candidate finds it difficult to sit still for periods of time.
• Don’t expect eye contact. Neurodivergent individuals may find this uncomfortable, or it may impact their concentration.

• If possible, provide fidget toys or stress balls to reassure your candidate by making them feel more comfortable and to reassure them that you are neuro-inclusive company.

Fair Questions

Neurodivergent candidates may struggle with open-ended and hypothetical questions, and with switching between formal and informal tones. It may also take them longer to process questions. Quick thinkers can talk rapidly and get distracted, so they may stray off topic.  

Here are some suggestions when preparing interview questions for neurodivergent candidates:

• Be specific with your questions. For example, ‘what information governance processes did you use in your last job?’ may elicit a better response than, ‘what would you do to look after people’s data?’
• Consider asking focused questions rather than generalised ones. For example, ask for specific examples instead of saying ‘can you give more detail?’  

• Be prepared to accept literal responses. For example, if you ask, ‘how did you approach your last role?’ you may get a literal answer like, ‘by bus and then I walked.’
• Try to avoid long questions that contain multiple clauses. Your candidate may have difficulty focusing and waiting for the question to be finished, especially if they struggle with processing information.
• Multiple choice and psychometric tests can be discriminatory. It’s much more beneficial to provide an alternative style of assessment.
• For written tasks at interview, 25% extra time is a reasonable accommodation to allow for processing and answering questions.
• Be prepared to prompt your candidate or repeat your question if you need more information, and let them know when you have enough information.

• Ask the candidate if they would like any reasonable adjustments for their interview.  

Considering neurodivergent jobseekers is a shift away from old-fashioned thinking, where the interview process was mainly designed with ‘neurotypical’ candidates in mind. It’s important to understand bias and be aware that we can all function in different ways, and that performance in an interview does not necessarily reflect on how a person will perform in the role.

To make sure you retain your neurodivergent talent it will be necessary to apply these principles throughout the onboarding and retainment process too. Make sure your workplace is neuro-inclusive by offering continued support from the beginning of their contracted time with you, as well as beforehand during the interview process. This should include additional support for the individual through any required assistive technology, workplace adjustments, and by making sure that all your staff are aware of and understandneurodiversity and have inclusive attitudes from the start.

What is the SNAP-IV form?

The SNAP-IV form is an ADHD report scale for children. It’s comprised of 26 statements, each of which is rated on a 4-point scale. It screens for signs of inattentive, hyperactive, impulsive, and oppositional or defiant behaviours, and classifies them based on severity.  

You need to give 2 copies of the SNAP-IV self-report form to your GP in order for them to refer your child to our service.

Who should complete each copy of the SNAP-IV form?

• The first copy of the SNAP-IV form needs to be completed by the parent/guardian of the child or young person who is seeking an assessment.  
• The second copy of the SNAP-IV form needs to be completed by the teacher of the child or young person who is seeking an assessment.

Where can the SNAP-IV form be accessed?

• The blank SNAP-IV form can be downloaded from the self-report forms section of our Right to Choose homepage.
• You will need to download 2 copies of it.
• You should then give both completed SNAP-IV forms to your GP when you ask for your referral to our service.

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Why does the SNAP-IV form matter?

The SNAP-IV form is an important screening tool used to identify children who may benefit from an ADHD assessment. By gathering information from both parents or caregivers and teachers, the SNAP-IV form allows clinicians to learn more about the child’s behaviours, experiences, and challenges across a range of settings, including school, home, and social environments.  

How do you fill out the SNAP-IV form?

You can choose to either fill out the SNAP-IV form digitally or manually on behalf of your child. If you wish to fill it out digitally, you must have access to Adobe Acrobat.

When filling out the questionnaire, take some time to read each of the 12 statements carefully. Tick the box that most accurately represents how you feel about each statement, in reference to the child that you are completing it for. When you have completed the form, click the “Finish and save” button to save the file.  

How to approach your child’s teacher or school and ask them to complete the SNAP-IV form

Since ADHD characteristics often impact performance and behaviour in the classroom, teachers and teaching staff are often the first to recognise these signs. If this is the case, your child’s teacher will already be aware of the situation, and will hopefully oblige to support you throughout the ADHD assessment process.  

Whether they are currently aware of the situation or not, the insights your child’s teacher can provide about their experiences and behaviour in the classroom are invaluable. Therefore, it is crucial to get them involved in the ADHD screening process at an early stage.  

Here are a few helpful tips when asking your child’s teacher or school to complete the SNAP-IV form:  

1. Schedule a meeting. Schedule a meeting with your child’s teacher and the school’s SEN lead so you have plenty of time to discuss the screening process with them. The school staff will likely have experience filling out the SNAP-IV form, so they may be able to guide you through the process.

2. Plan for the meeting. Before meeting with your child’s teacher, ensure you fully understand the SNAP-IV form and make a note of any concerns or queries you have.

3. Listen actively and make notes. Remember that you and your child’s teacher want the same thing for your child - to be happy and successful at school. Jot down any key points from the discussion to draw on later.

4. Request their support. Explain how important it is for them to complete the SNAP-IV form based on their observations in the classroom.  Offer to provide them with any additional information or insights that might be helpful.

5. Ensure they have access to the SNAP-IV form. Make sure that they know how to access the form. You may wish to provide them with a paper copy in advance so they can review the questions and familiarise themselves with the form before completing it.

Remember that your child’s teacher is there to support their academic and emotional growth. With that in mind, many teachers will be happy to help you through the ADHD assessment process.

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What is Right to Choose?  

If you are referred by your GP for specialist treatment, such as an ADHD or autism assessment, you have the legal right to choose which provider oversees your care, as long as you are a registered NHS patient in England.

If you suspect that you or someone close to you might have autism or ADHD, it can be difficult knowing where to start with seeking a diagnosis. The good news is that through the NHS Right to Choose scheme, your GP can refer you to ProblemShared for an assessment and ongoing support.  

This article will guide you through the process of asking your GP to refer you to our service.

The Right to Choose referral process, step by step

Firstly, you need to complete a self-report form. You will need to fill out the self-report form for your suspected neurodevelopmental condition. You should choose the self-report form that is relevant to your age:  

Autism self-report forms

• AQ-10 for adults aged 16 and over
• AQ-10 for children aged 12-15
• AQ-10 for children aged 7-11

ADHD self-report forms

• ASRS for adults aged 16 and over
• SNAP-IV teacher and parent rating scale for children aged 7-15

If you are seeking an assessment for both autism and ADHD, you will need to complete two forms in total; one for autism, and one for ADHD.

All of our self-report forms can be found on our dedicated Right to Choose homepage.

Next, you need to speak to your GP. Get in touch with your GP and ask them to refer to you to the ProblemShared Right to Choose service. You will need to give your completed self-report form(s) to your GP before they can make the referral.

Then, wait for your GP to refer you. Your GP will now complete our digital referral process. You will receive an email when they have done so, asking you to provide some enrolment information.

Once you have provided the enrolment information, we will review your referral. If your referral is accepted, you will be notified by email and informed of the next steps in the assessment process.

Handling the conversation with your GP

The idea of advocating for yourself in medical spaces can be daunting. When the time comes to ask your GP to refer you for a neurodevelopmental assessment, it’s normal to feel a bit overwhelmed.

So that you can feel as prepared as possible, we’ve put together some tips on how to have the conversation with your GP:

• Use our pre-formatted GP letter. It explains everything your GP needs to know about the NHS Right to Choose scheme, and includes instructions for how they should refer you to our service. It’s been designed specifically to answer common questions GPs might have about the process, and makes the communication as simple as possible.

• Bring your completed self-report form. Make sure to give your completed self-report form to your GP when you ask to be referred, to avoid delays to the process. Feel free to bring other types of evidence which may demonstrate the challenges you have faced, such as a diary of symptoms.

• Take your time. Your GP is there to facilitate your healthcare needs and listen to you. It's highly likely that they will have had similar conversations with other patients before. Don’t be afraid to ask your GP for exactly what you want.

What to do if your GP refuses your request

If your GP questions or refuses your request, this could be for several reasons, including the following:

• They haven’t heard of the NHS Right to Choose scheme
• They have concerns about funding  

In both cases your Right to Choose is not disqualified, and you can direct your GP to the NHS information on patient choice here.

There are, however, a few clinical reasons for refusal which are valid.  

Genuine exclusions

You do not have the legal Right to Choose if:

• You are non-verbal and/or selectively mute
• You are not fluent in English
• You have a diagnosis of global development delay or a diagnosed intellectual disability (IQ below 70)

• You are currently receiving treatment for an active eating disorder, and/or in active family-based therapy or eating disorder therapy
• You are a person who is looked after, or under the guardianship of a local authority
• You are currently receiving treatment for drug or alcohol addiction
• You have experienced a current, or recently (within 3 months) resolved, psychotic episode
• You have a significant visual or hearing impairment
• You are undergoing safeguarding investigations
• You currently have high levels of risk in terms of your behaviour and mental health
• You require emergency treatment
• You have already received care or treatment for the neurodevelopmental condition for which you are seeking an assessment
• You are detained in a hospital under the Mental Health Act 1983, or on a Community Treatment order
• You are seeking a second opinion assessment, and have already been assessed for autism within the last year (this does not apply to assessment for ADHD)
• You do not have access to a laptop or computer (please note that an iPad which is at least 10” in size and can be propped up to be used handsfree can also be used to access our service, but handheld devices such as mobile phones cannot)
• You do not have access to an internet connection in a private place
• You or your child are not willing to conduct the assessment with your camera turned on for the duration of the assessment
• You are currently serving a prison sentence, or are on temporary release
• You serve in the armed forces
• You have had a head injury, brain surgery, or have a neurological condition that has left you with significant cognitive impairments
• You are unable to look after your self-care needs, or the needs of your dependants (e.g., washing, feeding, not taking prescribed medications)

Looking ahead

If you receive a diagnosis following your assessment with us, we offer a range of ongoing support options to our clients. We can prescribe medication where appropriate, and provide psychoeducation workshops where you can learn more about your diagnosis with our team of expert clinicians.

In the meantime, if you have any questions about Right to Choose, referral, or the assessment process in general, you can head to the support resources section of our homepage, or explore our FAQs.

What is the purpose of an informant in an autism assessment?

Firstly, let’s consider the purpose of an informant in an autism assessment. An informant provides valuable information to the clinicians overseeing the assessment about the early childhood and development of the client.  They can offer firsthand accounts of the individual's behaviour, experiences, developmental history, and strengths, providing a broader context for our team to understand their neurodivergent traits. An informant is also there to offer moral support the individual being assessed throughout the process.

Who can be an informant in an autism assessment?

To be eligible to act as an informant for an autism assessment, you need to have known the individual being assessed since their early childhood.  Informants will be asked to do two things during the autism assessment process:  

• Complete an Informant Questionnaire  
• Attend an Informant Interview

The individual being assessed can ask two different people to be their informants; one person to complete the Informant Questionnaire, and another person to attend the Informant Interview. Or they can ask the same person to do both things, as long as they fit the below criteria:

Who can complete the Informant Questionnaire?

Ideally, this should be a parent or caregiver that has known the individual during childhood. In the absence of a parent or caregiver, the informant questionnaire may be completed by a sibling, a long-term spouse or partner, or a long-term friend.

Who can attend the Informant Interview?

Ideally, this should be a parent or caregiver that has known the individual during childhood. If this is not possible, a long-term spouse or partner may attend the Informant Interview.  

Please note that in the interest of clinical best practice, it is not possible for a sibling or long-term friend to attend the Informant Interview.

How does the process work?

As we have established, there are two key things that you will be required to do as an informant in an autism assessment. Let’s take a closer look at both tasks:

1. Complete the Informant Questionnaire

You first task as an informant is to complete the informant questionnaire, which helps clinicians gather information about the individual being assessed and identify areas to explore further. This should be completed by yourself, as the informant. Here is an overview of how to do it:  

• The Informant Questionnaire will be emailed directly to the individual being assessed, and they will be able to forward this to you via email.
• As an informant, you should then complete the questionnaire and return it either to the individual being assessed so that they can upload it back onto their client dashboard. Alternatively, you can submit it directly to ProblemShared via email at ndassessments@problemshared.net.

The Informant Questionnaire allows you to provide details to our team about the individual’s early childhood, developmental milestones, medical and educational history, social characteristics, and neurodivergent traits.  

2. Attend the Informant Interview

You will then receive an email inviting you to attend an Informant Interview. This interview will last approximately 3 hours, and the individual being assessed can also be present if they wish. The information gathered during this interview will enable our clinicians to build a clear picture of the individual's childhood, developmental history, and daily challenges, helping to guide their diagnosis.  

How to prepare for the Informant Interview

You may be wondering if there is anything that you can do to prepare for your Informant Interview. Here are a few suggestions:  

1. Spend some time finding out more about neurodiversity and the assessment process. This will help you better understand what to expect during your interview and give you an idea of the questions you may be asked.

2. Reflect on your specific observations of the individual being assessed.  Think about their unique characteristics, strengths, and behaviours. This will help you to provide more detailed and accurate information during your interview.

3. Gather relevant information that will help you to provide the most accurate responses. For example, revisit early childhood memories (looking at old photographs can help to jog your memory), developmental milestone trackers, and educational records.  

4. Consider potential questions the clinician may ask and prepare thoughtful responses to these. Practice articulating your insights in a clear, concise, and informative manner.

5. If possible, consult with the individual being assessed before your Informant Interview. Find out what they are comfortable with you discussing and what they would prefer you to keep private. This could include information about their personal life, medical history, or any sensitive topics that they may not want to discuss.

Finally, remember that by acting as an informant, you are helping to support your loved one's journey toward understanding and embracing their neurodiversity. By providing accurate and reliable insights, you can help them to receive the support they need to thrive.

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