Using assessment and care planning to understand individual differences

This might include asking about or finding creative or individual ways to explore:

Not every  person will have the same needs. Assessment should create an opportunity to understand the individual rather than assume that one approach will work for everyone.

Neurodivergent-informed assessment means using what is known about autism, ADHD and other forms of neurodivergence when you assess someone and plan their care.

This can include short screening questionnaires. For autism, these include the Autism Spectrum Quotient (AQ-10) and the Social Responsiveness Scale (SRS-2). At the South London and Maudsley NHS Trust adult eating disorder service, everyone admitted is screened using the AQ-10. For ADHD, some services use the Adult ADHD Self-Report Scale (ASRS).

Screening questionnaires do not diagnose autism or ADHD. Treat a result as a working hypothesis, meaning an idea to explore together with the person. Use it alongside what they tell you about their own experience.

Offer screening routinely at the start of eating disorder care. You can also offer it later if you notice possible signs of neurodivergence, if the person asks about it, or if treatment is not going as expected.

Other forms of neurodivergence, such as dyspraxia or dyslexia, can also affect how someone experiences care. Even without a specific screening tool, the same approach applies: ask, listen and adapt.

A 2025 study of how PEACE was put into practice in UK eating disorder services found that bringing neurodivergence-specific information into assessment helped clinicians plan more individualised care.

This was particularly useful when a formal neurodivergence diagnosis was delayed or unavailable. Screening could give clinicians an early indication that autism or ADHD-related differences might be relevant, helping them consider appropriate support while further assessment was sought or underway.

Clinicians in the study said that screening opened up conversations early. One clinician said it helped them "conduct more detailed assessment, and make adaptations quickly", rather than waiting until problems appeared later in treatment.

Early identification of neurodivergence helped carers too. One parent said the most helpful thing a clinician did was recognise their child's possible autism, something no one else, including the parent themselves, had identified.

Screening for autism and ADHD

• The PEACE Screening Guide explains how to score the AQ-10 and ASRS, and how to talk about results.

Understanding the person’s needs

• A PEACE [Communication Passport] lets a person describe how they communicate and what helps them. There is also a [one page version] and a [sensory version].
• The Clincians Support Guide: Preparing for a first meeting gives practical steps for initial meetings and building trust from the start.

Planning care around the person

• The [autism and eating disorders assessment toolkit] and the [ADHD and eating disorders assessment toolkit] explore how neurodivergence may affect a person’s eating disorder treatment and recovery.
• The [Collaborative Formulation worksheet] helps the clinician and the person explore together how neurodivergent experiences and their eating disorder may interact.
• A [My Sensory, Cognitive and Social World] worksheet supports people to explore how their autism impacts them day-to-day and to recognise strengths.
• A [Positive Behaviour Support Plan] helps identify and understand behaviours that may be challenging and support strategies for others to help.
• [Adapting therapy sessions for a neurodivergent person with an eating disorder] covers changes to the room, routine and pace.

Information gathered during assessment can then be carried into the person's care plan. Agreed adjustments can be reviewed throughout treatment as needs and circumstances change. Update the Communication Passport so future clinicians can use it.