AUTISTIC ASSESSMETS

Assessments procedure usually involves the following: Informal evaluations Informal evaluations include non-standardized tests and behavioural observation. Non-standardized tests (e.g., criterion referenced tests) compare the student's level of performance to a predetermined criterion. This form of testing would allow the examiner to look at the student's academic functioning as it relates to where he/she should be in the curriculum and also his/her needs within the demands of the everyday environment.. For students with ASD, the most common informal evaluations are observation, interaction, interview, behavioral checklists, and curriculum-based assessments where information about a child's emotional, social, communication and cognitive abilities is gathered. Functional assessment Aims at discovering why a challenging behavior (such as self-destructive ones) occurs. Based on the premise that challenging behaviors are a way of communicating, functional assessment involves interviews, direct observations, and interactions to determine what a child with autism or a related disability is trying to communicate through their behavior. Once the purpose of the challenging behavior is determined, an alternative, more acceptable means for achieving that purpose can be developed. This helps eliminate the challenging behavior and decide the plan for a behaviour modification program. Play based assessment The therapists observe the child and family in structured and unstructured play situations that provide information about a child's social, emotional, cognitive, and communication development. By determining the child's learning style and interaction pattern through play based assessments, an individualized treatment plan can be developed. Formal assessments Assessment refers to the act of collecting data. The term should not be confused with evaluation which refers to the systematic process of not only collecting but also analyzing and interpreting data. The formal assessment tools consider how the student compares with age mates in the general population on skills related to language, academics, intellectual ability, memory, etc. The assessment should address the concerns of the academic and non-academic environments. Formal evaluation may include standardized tests or developmental scales. A standardized test allows for specific comparisons to be made between individuals. The tests have clear administration and scoring criteria with known statistical measurements. Developmental scales use interview and/or observation and usually provide age- or grade-equivalent scores. Developmental scales do not provide standard comparison scores needed to make the judgment of degree of need. Once the evaluation has been completed professionals list strengths and needs based on the information they have gathered to be incorporated in the development of an intervention program. Parents and family members should be actively involved throughout these assessments. What actually occurs during a specific assessment depends on what information parents and evaluators want to know. Assessments are usually conducted by • Pediatricians • Psychiatrists • Speech Therapists/Speech-Language Pathologists • Occupational Therapists • Special Educators. Although input form all the above mentioned professionals is vital before any diagnostic label is given to a child, it is only the Paediatrician or Psychiatrist who can actually certify the child as having a Autism Spectrum disorder