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Assessment:blonde_girl_teacher_2

I approach assessment of Autistic Disorder, ASD, or other PDD’s with an intention to see the child in various settings, including school, home, community, social group. Assessment scores are important but most meaningful in the context of information gathered within the child’s world of experiences. My assessments include what the child can do, and what he/she does do, where, when, how and with whom!
 
There are many instruments used for diagnosing Autism, including behavior rating scales specifically tailored to autistic features, expressive and receptive language measures, social interaction measures, non verbally loaded tests of cognitive ability, scales of social interaction challenges, measures of specific social stressors, and many more.

Proper assessment of persons with Autism requires more than just the ability to administer psychometric instruments.

Evaluating autism or ASD requires a deeper understanding of the nuances of these disorders.... a feel for the quality of behavior shown or communication expressed, or sensori oddity presented..... there are many ways in which behaviors can be over interpreted, under emphasized, or not evaluated in the greater context, therefore often leading to misdiagnosis and delayed or inappropriate treatments.

 

Early Intervention:blonde_boy_3

Early diagnosis and evaluation is critical for determining early intervention! Not all children with an ASD
are ready for any or all services available! Developmental readiness matters.... e.g., whether or not the individual has the capacity to attend to what is being presented! Example..... an 18 mo. old child with Autistic Disorder is not a “ready” candidate for a 2 hour ABA session! Shorter sessions are more appropriate, and more effective.