Reading: MIGDAS 2 AUtism Testing tool

'Prompt-Dependent' to Being Independent

The future of autism evaluations isn't found in a score sheet, but in a story!

Interview with Dr. Gopa Kumar, (PhD) on Dr. Marilyn Montero’s MIGDAS-2, a qualitative interview process designed to evaluate individuals on the autism spectrum.

The afternoon sun filtered into the clinic, catching the glint of a fidget spinner resting on the office table between us. Across from me sat Dr. Gopa Kumar, a senior clinical psychologist who work with many autistic kids and families and understand the autistic brain. He didn’t look like a clinical psychologist but looked like someone ready to share a secret.

"We’ve spent decades counting what’s 'wrong' with children," he said, leaning forward. "It’s time we started describing how they work."

I sat down with Dr. Gopa Kumar to discuss the MIGDAS-2® (Monterey Interview Guidelines for Diagnosing the Autism Spectrum) and why he’s convinced that the future of autism evaluations isn't found in a score sheet, but in a story. MIGDAS is an work by Dr. Dr. Marilyn Montero.

The Philosophy: Beyond the "Deficit"

Diversity: You talk a lot about moving away from the "medical model" of autism. What does that actually mean for a family sitting in an evaluation room?

Dr. Gopa Kumar: "It’s the difference between a 'disorder identity' and a 'neurodiversity identity.' Traditionally, we look for deficits—things that are missing. But the MIGDAS-2 isn't a standardized test; it’s a qualitative process. We’re looking for a brain style. When we tell a parent, 'Your child’s brain organizes information systematically and thrives on visual patterns,' that’s a narrative they can build a life on. It’s about resiliency. We aren't trying to 'cure' a brain; we’re trying to understand how it regulates itself."

The Magic of the "Sensory Entry Point"

Diversity: One of the most striking things about your method is the use of toys—fidgets, puzzles, light-up objects. It feels more like a playdate than a clinical interview.

Dr. Gopa Kumar: [Laughs] "Exactly! Traditional evaluations are often examiner-driven and high-stress. If I walk in and demand eye contact and a handshake, I’m already stressing that child’s system. In the MIGDAS-2 process, we use object-focused social overtures. I once worked with a boy who lived for Pokémon and LEGO. I didn't start with 'Hello, how are you?' I started by placing a LEGO minifig on the table. By engaging with his interests, the social pressure dropped. This is especially vital for verbally fluent females or those who 'mask.' When they feel safe, their natural brain style unfolds. We aren't testing them; we're experiencing the world with them."

Reframing the Framework

Diversity: Dr. Marilyn Montero’s MIGDAS-2 organized the evaluation into three key areas. How do these differ from the standard diagnostic criteria?

Dr. Gopa Kumar: "It align with the DSM-5, but we reframe the language:

Language & Communication: We don’t just look at speech delays. we look at how they use language best—usually when the topic is self-initiated or visually supported.
Social & Emotional: It’s not that they don't want to connect; it’s that the 'social narrative'—the back-and-forth—is unpredictable. Their brains have a low threshold for input, which leads to reactivity.
Sensory & Interest: People call these 'restricted interests.' I call them brain-chargers. These interests are tooling the brain uses to organize itself and block out the chaos of the world."

From "Why" to "How": The Descriptive Triangle

Diversity: Parents often walk away from evaluations with a 20-page report and no idea what to do on Monday morning. How does "Descriptive Triangle" change that?

Dr. Gopa Kumar: "Interventions must have functional meaning. If a child’s brain is visual, we have to 'talk less and show more.' We use three pillars:

Organizational Supports: "We use visual schedules and 'first-then' charts. I remember an eight-year-old who loved sports brackets. His mom started using her fingers to count down tasks—a simple visual 'bracket.' It gave him agency. He went from being 'prompt-dependent' to being independent."
Social Skills & Self-Determination: "We use tools like Brain Books. It’s a way for the child to learn their own strengths. They can say, 'Here are five things my teacher needs to know about me.' It’s about self-advocacy, not just 'fitting in.'"
Regulation Supports: "The autistic brain is often binary—it’s either in the 'thinking brain' or the 'reacting brain.' Once they flip to reacting, you can't reason with them. We create a 'Brain Reset Activities Menu' based on their sensory joys. One boy I worked with used a Pokémon-themed scale to track his 'emotional opponents.' It gave him back the controller."

The Big Picture

Diversity: Is this process just for kids, or does it work for the "twice-exceptional" (2e) or adults?

Dr. Gopa Kumar: "It’s incredibly versatile. Because it's conversational, it’s perfect for telepractice and for 2e individuals—those who are gifted but whose autism is often missed because they are so cognitively capable.

"We are clinical detectives. The MIGDAS-2 fills in the nuanced story that a standardized score misses."

As our conversation ended, Dr. Gopa Kumar picked up the fidget spinner. "When we understand how a child's brain organizes the world," he said, "we stop being critics and start being advocates. And that’s when the real progress begins."

*2e individuals: "Twice-exceptional" or 2e individuals are people who are simultaneously intellectually gifted (high ability) and neurodivergent or have a learning disability (e.g., ADHD, autism, dyslexia). They possess a "spikey" or uneven cognitive profile, exhibiting exceptional strengths in certain areas alongside significant challenges in others.