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Direct linkChristopher, Kourtney; Lord, Catherine – Psychology in the Schools, 2022
The heterogeneous nature of Autism Spectrum Disorder (ASD) makes accurate diagnosis challenging. Best practice assessments in schools can open pathways to appropriate interventions and educational placements for those with ASD, as well as help identify a student's strengths. There are various tools used in school settings to assess autism. In this…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Disability Identification
Laura L. Corona; Liliana Wagner; Madison Hooper; Amy Weitlauf; Tori E. Foster; Jeffrey Hine; Alexandra Miceli; Amy Nicholson; Caitlin Stone; Alison Vehorn; Zachary Warren – Journal of Autism and Developmental Disorders, 2024
Purpose: Telemedicine approaches to autism (ASD) assessment have become increasingly common, yet few validated tools exist for this purpose. This study presents results from a clinical trial investigating two approaches to tele-assessment for ASD in toddlers. Methods: 144 children (29% female) between 17 and 36 months of age (mean = 2.5 years, SD…
Descriptors: Autism Spectrum Disorders, Toddlers, Videoconferencing, Access to Health Care
Bella, Zachary A. – Communique, 2022
Early identification of ASD allows for clinical intervention through mental and behavioral health supports, potentially providing individualized services in the educational setting. This article highlights the research-to-practice gap that exists within evaluations for ASD in schools. Lack of training, variability in assessment guidelines,…
Descriptors: Autism Spectrum Disorders, Disability Identification, Intervention, Students with Disabilities
Cumin, Julie; Pelaez, Sandra; Mottron, Laurent – Autism: The International Journal of Research and Practice, 2022
Diagnostic criteria for autism are relatively vague, and may lead to over and underdiagnosis when applied without clinical expertise. Indeed, autism is best reliably identified by experienced clinicians who take into account qualitative aspects of the condition. When assessing for autism in women, little guidance exists to support clinicians…
Descriptors: Autism Spectrum Disorders, Clinical Diagnosis, Females, Allied Health Personnel
Lee, Brason – Multiple Voices for Ethnically Diverse Exceptional Learners, 2014
This study applies a diagnostic errors framework to identify and classify mistakes that were made in a psychoeducational assessment of a bilingual student who was misidentified as a person with autism. Findings of diagnostic errors were categorized under four domains--faulty knowledge, faulty data gathering, faulty data processing, and faulty…
Descriptors: Bilingualism, Evaluation Methods, Error Patterns, Knowledge Level
de Bildt, Annelies; Oosterling, Iris J.; van Lang, Natasja D. J.; Sytema, Sjoerd; Minderaa, Ruud B.; van Engeland, Herman; Roos, Sascha; Buitelaar, Jan K.; van der Gaag, Rutger-Jan; de Jonge, Maretha V. – Journal of Autism and Developmental Disorders, 2011
The validity of the calibrated severity scores on the ADOS as reported by Gotham et al. (J Autism Dev Disord 39: 693-705, "2009"), was investigated in an independent sample of 1248 Dutch children with 1455 ADOS administrations (modules 1, 2 and 3). The greater comparability between ADOS administrations at different times, ages and in…
Descriptors: Autism, Test Validity, Severity (of Disability), Age Differences
