Parents and carers of neurodivergent children are open to the use of digital tools in neurodevelopmental assessments, provided they are safe, accessible and designed around families’ needs, according to a new study.
The paper, “Exploring Parents’ and Carers’ Views About the Use of Digital Tools in Neurodevelopmental Assessment”, was recently published in Clinical Child Psychology and Psychiatry and was funded by the NIHR Mental Health Translational Research Collaboration (MH-TRC) Mission.
Neurodevelopmental assessments help identify conditions such as autism, attention deficit hyperactivity disorder (ADHD), developmental language disorder and other differences that affect how a child thinks, learns and communicates. Early identification can help children and families access appropriate support more quickly.
Researchers interviewed 13 mothers of neurodivergent children in Scotland who had direct experience of navigating neurodevelopmental assessment services for their child.
Parents described current assessment pathways as fragmented, with families often having to repeat the same information to different professionals and manage multiple waiting lists. Many spoke about the emotional impact of long waits and the challenge of coordinating support across services.
Despite these experiences, participants were positive about the potential for digital tools to improve the assessment process. They welcomed the possibility of a more joined-up and holistic approach that could capture a child’s strengths and needs in one place.
The study explored views on a digital questionnaire called ESSENCE-D, which has been designed to gather information across multiple areas of child development rather than focusing on a single condition. Participants felt this approach could reduce duplication, save time and help professionals build a more complete picture of a child’s needs.
Parents also highlighted important considerations for future digital tools. While most trusted the NHS to keep information secure, they wanted clearer information about how data is stored, shared and used. Participants stressed that digital tools should be accessible to all and must work for families with different levels of digital literacy, varying access to technology and a range of language and communication needs.
Lead author Dr Anne McFadyen, Honorary Senior Lecturer at the University of Glasgow said:
“Parents and carers are often the first people to recognise that a child may need support, so it is essential that their voices are heard when new assessment approaches are being developed. This study highlights the value of involving families in the design and implementation of digital tools so that services better reflect their experiences and priorities.”
Visit the MH-TRC Mission Children and Young People’s Mental Health workstream pages for more information about their work.
