Screening & Assessment

Assessment Tools, Procedures, & Monitoring Progress

Screening:
Brief assessment aimed at identifying children who may be at risk for developmental delays due to differences compared with standard expectations for children of the same age range and cultural background  (Hall, pg. 21)

ASD Screening Instruments: (1) Checklist for Autism Toddlers (CHAT); (2) CSBS Infant-Toddler Checklist; (3) Early Screening of Autistic Traits (ESAT); (4) Screening Tool for Autism in Toddlers and Young Children (STAT); (5) Social Communication Questionnaire (SCQ);
(6) Childhood Asperger Syndrome Test (CAST)
(Hall,pg. 21-24)

                      Diagnostic Processes:
Diagnostic assessments are made following the identification from a screening assessment, a doctor recommendation, or from a parental suggestion (Hall, pg. 25)


ASD Diagnostic Tools

(1) Childhood Autism Rating Scale (CARS); (2) Gilliam Autism Rating Scale (GARS); (3) Diagnostic Interview for Social and Communication Disorders (DISCO); (4) Autism Diagnostic Interview-Revised and the Autism Diagnostic Observation Schedule (ADOS)
(Hall, pg. 24-27)


asd_best_practice2002.pdf

Assessments for Educational Planning & Intervention:

Prior to implementation, teachers should prepare the student, minimize distractions, use powerful external rewards, preselect task difficulty, and allow nonstandard responses. Educational assessments include: Autism Instrument for Educational Planning (ASIEP-2), Psychoeducational Profile (PEP), Adolescent and Adult Psychoeducational Profile (AAPEP), Functional Emotional Assessment Scale (FEAS), The McGill Action Planning System, and the Choosing Outcomes and Accommodations for Children planning guide (COACH).
(Hall, pg. 29-32)

 
Ongoing Progress Monitoring & Program Evaluation

After diagnosis and the completion of the assessment process, the educational team should develop goals and objectives, as well as, implement supplemental activities and interventions.  Therefore, ongoing progress monitoring should be completed to ensure activity engagement and sufficient, positive goal progress.
(Hall, pg. 35-36)