The assessment and diagnostic crisis
Children suspected of having neurodevelopmental conditions, and their families, face lengthy wait times for diagnosis and often encounter limited support. In the UK, it’s estimated that one in seven individuals is neurodivergent [1].
Average NHS waiting times
Per the guidelines set by The National Institute for Health and Care Excellence (NICE), anyone under 19 referred for a clinical assessment should receive it within three months [2]. Yet, NHS data shows that the average waiting time for a preliminary screening stretches to one year and four months, which is over five times the recommended period by NICE [3].
It’s widely recognized that prompt and early interventions can profoundly benefit children’s developmental outcomes [4-9]. However, the current system doesn’t offer a solution. Traditional evaluations are not only expensive and lengthy, but also demand the expertise of licensed professionals.
Moreover, since these assessments lean heavily on intelligence test-based psychometric tasks, they provide limited insights that could shape tailored learning and support strategies for these children.
Brightlobe’s solution
Brightlobe is committed to transforming the diagnostic process by developing a digital, game-based neurodevelopmental clinical evaluation tool. By doing so, we have created an assessment tool that is much more informative, practical, cost-effective, and engaging.
By using our digital assessment tool, children’s performance indicators are not restricted to just being right or wrong, but also incorporate metadata and other environmental data. This format of collecting data will help increase the amount of knowledge that is gained from the assessment, shedding light on both the children’s strengths and difficulties.
Teachers and parents can then be empowered to use this knowledge to form individualised plans to best support the child’s development.
Greatly reduced timeline
Our assessment tool is designed to greatly reduce the timeline to diagnosis. Our game takes on average 20-30 minutes to complete, which is significantly faster than existing tests (like the ADOS, for example).
Additionally, as a clinician does not need to be present to give our assessment, this easy-to-administer tool could relieve pressure on the healthcare system and potentially speed up the timeline of a child being assessed.
Due to the mobile nature of the device, the assessment can also be easily delivered in the child’s known environments, such as at school or at home. With tablet use now being common among children, our digital game-based assessment tool allows the process to be much more enjoyable for the child.
Call to action
Our BRIGHTEN study, a comprehensive clinical trial approved by the MHRA, is now underway. We invite children aged 3-8 diagnosed with ADHD and/or autism to join our study by engaging with our iPad game. If you’re a family in the London/Hertfordshire area or its vicinity, we offer participation flexibility: at your residence, your child’s school, or our London office. Register your interest here – https://bit.ly/3hYYeBf – or send your questions to study@brightlobe.com.
References
- Neurodiversity [Internet]. London: Local Government Association; 2020 [cited 2023 Jul 31]. Available from: https://www.local.gov.uk/sites/default/files/documents/Neurodiversity%20Slides%20200920.pdf
- Autism spectrum disorder in under 19s: Recognition, referral and diagnosis: Guidance [Internet]. [cited 2023 Aug 1]. Available from: https://www.nice.org.uk/guidance/cg128/chapter/recommendations
- Autism Waiting Time Statistics [Internet]. NHS; [cited 2023 Aug 1]. Available from: https://digital.nhs.uk/data-and-information/publications/statistical/autism-statistics
- Harstad EB, Katusic S, Sideridis G,Weaver AL,Voigt RG, Barbaresi WJ. Children With ADHD Are at Risk for a Broad Array of Adverse Adult Outcomes That Cross Functional Domains: Results From a Population-Based Birth Cohort Study. J Atten Disord. 2022 Jan;26(1):3-14. doi: 10.1177/1087054720964578. Epub 2020 Oct 22. PMID: 33090057.
- FergussonDM, LynskeyMT, HorwoodLJ. Attentional difficulties in middle childhood and psychosocial outcomes in young adulthood. J Child Psychol Psychiatry. 1997 Sep;38(6):633-44. doi: 10.1111/j.1469-7610.1997.tb01690.x. PMID: 9315973.
- Loe IM, Feldman HM. Academic and educational outcomes of children with ADHD. J Pediatr Psychol. 2007 Jul;32(6):643-54. doi: 10.1093/jpepsy/jsl054. Epub 2007 Jun 14. PMID: 17569716.
- Arim RG, Kohen DE, Garner RE, Lach LM, Brehaut JC, MacKenzie MJ, Rosenbaum PL. Psychosocial functioning in children with neurodevelopmental disorders and externalizing behavior problems. Disabil Rehabil. 2015;37(4):345-54. doi: 10.3109/09638288.2014.919361. Epub 2014 May 19. PMID: 24840026.
- Humphrey N, Symes W. Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. 2013;17(1):32-46. doi: 10.1080/13603116.2011.580462.
- Van Cleave J, Davis MM. Bullying and peer victimization among children with special health care needs. Pediatrics. 2006 Oct;118(4):e1212-9. doi: 10.1542/ peds.2005-3034. PMID: 17015509.
