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Assessment of School-Aged Children with Autism Spectrum Disorder

Published online by Cambridge University Press:  10 April 2015

Jessica M. Paynter
Jessica M. Paynter*
Affiliation:
AEIOU Foundation, Brisbane, Queensland, Australia Mater Research Institute — University of Queensland (MRI-UQ), Brisbane, Queensland, Australia
*
address for correspondence: Jessica Paynter, PO Box 226, Nathan QLD 4111, Australia. Email: jessica.paynter@aeiou.org.au or jessica.paynter@me.com
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Abstract

An increasing number of school children are diagnosed with Autism Spectrum Disorder (ASD). These children may be referred for assessments for a variety of reasons, including to assess for intellectual impairments, eligibility for support, or to monitor progress. Characteristics of ASD, such as social communication difficulties, as well as common comorbid conditions and behaviours, may make such assessments more challenging than for assessments with children without ASD. The present article overviews characteristics of ASD, challenges with assessment, and strategies to choose, prepare for, and complete a standardised assessment to provide information to assist psychologists and other professionals to complete a valid assessment of a child with ASD. Resources and recommendations for further reading are provided.

Keywords

autismautism spectrum disorderASDassessmentschools
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 25 , Special Issue 1: Psycho-Educational Assessment , June 2015 , pp. 104 - 115
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Copyright
Copyright © The Author(s) 2015 

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