ASSESSMENT OF AUTISM SPECTRUM

DISORDER
(ASDs)

ASD is
Autism is now thought to be a spectrum of
neurodevelopmental conditions,
characterized by:
1.
2.
3.

Difficulties in the development of social relationships.

Communication difficulties.
Repetitive behavior or strong narrow interests.

Diagnostic Criteria
DSM-IV (Diagnostic and Statistical Manual-4) Autistic
Disorder
Social qualitative impairment in social interaction (e.g.,
failure to develop peer relationships; impairment in the use of
multiple non-verbal behaviours).
Language and Communication qualitative impairments in
communication (e.g. delay in the development of spoken
language; stereotyped and repetitive use of language)
Thought and Behaviour restricted repetitive and
stereotyped patterns of behaviour, interests and activities (e.g.,
inflexible adherence to specific, non-functional routines or
rituals).

Diagnostic Criteria
Delays or abnormal functioning in at least one area with onset
before 3 yrs; social interaction; language as used in social
communication; symbolic or imaginative play.
Aspergers Disorder
Must endorse two parts of the autism triad sections 1 and 3.
Plus: no clinically significant delay in language or cognitive
development.

Diagnostic Criteria
Diagnostic criteria for ASD continue to develop.
Popularity of and the wider usage of diagnostic terms
in the media and community may be little related to
classification systems.

Assessment
Comprehensive Assessment Model
Assess multiple areas of functioning
Collect information from a variety of settings
Provide a single coherent view
Provide implications for adaptation and
learning
Liaison with schools and other agencies to
support implementation of recommendations.

Multidisciplinary Assessment
Diagnostic Assessment

Developmental History
Cognitive / Behavioral
Neuropsychological, Academic and Vocational
Speech, Language and Communication
Sensory and Motor Skills Assessments
Specialized Medical Evaluations

Cognitive Assessment
Behaviourally defined disorder, no biological markers.
Screening and diagnosis : behavioural observation
within conceptual frameworks.
Cognitive assessments : supplement behavioural scales
and developmental checklists

The Role of Cognitive

Assessments
Individuals with autism demonstrate a typical
pattern of performance deficits on intelligence tests.
Provide standardized information about the overall
cognitive functioning of a child.
Presence of specific deficits, or in rare cases, the
presence of superior splinter skills, which may go
undetected during behavioral observation.
Selection and interpretation of cognitive measure
will depend on a no of factors.

Common Test Batteries

Non Verbal Test Batteries

Instruments

Asperger Syndrome Diagnostic interview (ASDI)

Asperger Syndrome Screening Questionnaire (ASSQ)
Australian Scale for Asperger syndrome (ASAS)
Autism Behaviour Checklist (ABC)
Autism Diagnostic Observation Schedule (ADOS) and ADOS-G
Autism Screening Questionnaire (ASQ)
Autism Spectrum Quotient (AQ)
Autistic Diagnostic Interview (ADI, and also ADI-R)
Childhood Asperger Syndrome Test (CAST)
Childhood Autism Rating Scale (CARS)

Munira Haidermota \ Mark Sinclair

Instruments

Child Communication Checklist (CCC)

Diagnostic Interview for Social Communication Disorders (DISCO)
Gilliam Autism Rating Scale (GARS)
Parent Interview for Autism
Pervasive Developmental Disorders mental retardation (PDD-MR)
Social Response Scale (SRS)
STAT
TEACCH checklist
Wing Autistic Disorder Interview Checklist
Modified - Checklist for Autism in Toddlers (M-CHAT)

Things To Consider
What population has the tool been validated on?
Is the tool applicable to a New Zealand setting? Can the tool be used
without modification with Mori, Pacific and Asian individuals?
How long does it take to administer the tool?
How many professionals are needed to administer the tool?
What is needed to make the tool available in New Zealand? Training?
Qualifications required? Where can training be accessed? What is the
cost of training? Ongoing costs royalties?

Challenges for Psychologists

What evidence is there that the tool leads to earlier or more
accurate diagnosis?
What is realistic for Clinical and Educational Psychologists
with their service and time constraints?
When should you refer to a specialist?
What will a SPECIALIST do?

Modified Checklist for Autism

in Toddlers (M-CHAT); Robins,
Fein & Barton 1999)
An appealing 23 item checklist that
enjoys strong content validity. The MCHAT is a screening test used with
toddlers between 16 and 30 month of
age to identify children at risk for ASDs.
M-CHAT should be used only in
conjunction with further diagnostic
evaluation in the event of a failing
score.

 Item on the checklist resemble the

following:
i.
ii.
iii.
iv.
v.
vi.

Does
Does
Does
Does
Does
Does

your
your
your
your
your
your

child
child
child
child
child
child

play with other children ?

smile when you smile?
engage in pretend play?
enjoy peek-a-boo?
respond to his/her name?
sustain eye contact?

Children who fail three or more items

should be referred for further
evaluation by specialist.

Baby and Infant Screen for Children with Autism

Traits-Part 1
(BISCUIT-Part 1) Matson, Boisjoli & Wilkins,2007)

The instrument consists of 71 items that

assess the core symptoms of autism in
toddlers 17-37 months of age.
The items sre completed by a parent or
caretaker on a 3-point scale that
includes 0 (not different, no
impairment), 1(somewhat different,mild
imparment) and 2(very different, severe
impairment).

 Item are brief and resemble the

following:
1.
2.
3.
4.

Communicates verbally
Takes turns
Sustains eye contact
Responds to name