Autism and ADHD Strengths and Needs in a Nutshell – Parental Evaluation of a Digital ICF-Based Assessment Summary Report

PURPOSE: Returning results from psychological assessments is increasingly viewed as an ethical duty and a way to strengthen engagement and trust. The WHO International Classification of Functioning, Disability and Health (ICF) offers a framework to describe functioning across strengths, challenges, and contextual facilitators/barriers. Although ICF-based approaches map functioning in autism and ADHD, their use for individualized feedback to caregivers is underexamined. We evaluated caregivers' perceptions of a digital summary report derived from a proxy-rated ICF-based assessment for children and adolescents with autism and/or ADHD. METHODS: A multiple-methods survey was sent to 707 caregivers from a prior ICF Core Sets study; 357 provided valid responses. Items covered perceived accuracy, changes in awareness and agency, and perceived usefulness in healthcare, education, and social services. Quantitative data were analysed with nonparametric statistics; qualitative responses were thematically categorized. RESULTS: Caregivers rated the report accurate for their child's strengths (91.3%) and challenges (92.2%). About half reported increased awareness of strengths (49.9%), challenges (48.7%), and environmental facilitators (49.3%) and barriers (49.6%). Many reported greater ability to use strengths (53.2%), manage difficulties (48.4%), and seek help (39.5%). Parents of autistic children reported larger awareness gains than parents of children with ADHD; no differences emerged by caregiver or child gender. The report was considered useful in healthcare (62.1%), education (65.3%), and social services (60%). CONCLUSION: ICF-based feedback was perceived as accurate, useful, and empowering, supporting clinical and educational practice. Impact may increase if delivered earlier and further tailored. Implementation studies should assess usability, acceptability, and benefits for decision-making.