The most commonly used standardized instrument for autism assessment is the Childhood Autism Rating Scale. Developed in 1980, this standardized assessment is administered by a trained clinician directly to the child. It typically takes between 20 and 30 minutes to complete. A parent or teacher can use the CRSS to determine whether a child is likely to develop autism.
A diagnostic interview is an important component of the autism assessment process. It allows the clinician to obtain a thorough history and information about a child’s developmental history and current symptoms. The clinician may also request that parents or caregivers fill out special forms and rating scales. Ideally, the child will be present during the interview. The clinician will then provide a detailed written report based on the results.
The ADI-R includes 93 questions that focus on the child’s language autism assessment and communication, social development, interests, and behavior. The interviewer will also ask about the child’s overall development. The questions are designed to detect any changes that may indicate the onset of autism or other developmental conditions.
Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS)
The Pre-Linguistic Autism Diagnostic observation schedule is an observational semi-structured test that measures social and communicative behavior in young children. The original ADOS was designed for older, more verbal autistic children, while the Pre-Linguistic Autism Diagnostic observing schedule was developed for young children with limited language skills. The PL-ADOS has four 30-minute modules that assess play, social interaction, and communication.
The ADOS was originally developed by Lord C. et al. in 1989. The ADOS-2 version is similar to the original but incorporates activities planned for children of different chronological and developmental ages. The activities are designed to provide a variety of scenarios that promote social interaction and communication, as well as specific behaviors.
Cognitive testing for autism assessment involves evaluating a child’s cognitive abilities and learning styles. In order to assess a child’s cognitive abilities, examiners conduct a series of tests, which include language and visual-motor abilities. Some tests focus on specific typical abilities, such as pointing. But nonverbal autistic children may be unable to reliably point.
In a study, thirty children with autism, aged six to twelve, were assessed with the Wechsler Intelligence Scale for Children (WISC-IV). These children were evaluated in comparison to an age-matched control group of 27 typically developing children. Children with autism tended to score lower on these tests, while typical children scored higher.
Multidisciplinary team approach
The Multidisciplinary team approach to autism assessment involves a variety of health care professionals working together to provide the most accurate diagnosis possible. The benefits of this approach include faster diagnosis and lower costs. In addition, clinicians can develop a care team that works well together to provide consistent care for the child.
The members of a multidisciplinary team should be diverse enough to address each child’s unique needs. This can be challenging because professionals and family members may have different perspectives on how to best treat the child. For example, parents Andy and Becky may disagree with each other when it comes to the diagnosis of their son with autism.