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Autism Assessment methods

Question

I work with post 16 learners with autistic spectrum conditions and I am looking for diagnostic assessment tools specific to the triad of ASC conditions and sensory perception difficulties, to assess support need within educational settings specific to ASC .

Response

That is a very specific area - are you looking for literature focusing on assessment tools aimed at 16+ learners?  This could be tricky and you may need to start off with a broader search, which is not level specific, focusing on the process of assessment, evaluation methods and so on.

I started off by putting together some resources from the TTRB relating to autism and ASD including glossary items, key readings and pupil support.

I also looked at the NAS website and the Autism Treatment Trust to see if they have any information about assessment tools.  The Autism Research Centre has a comprehensive list of tests, some of which can be downloaded, via the website.

I then looked at the education indexes to try and differentiate the literature relating to the clinical diagnosis/assessment of ASD and the educational assessment or needs assessment of ASD pupils.  I've included a sample of references for you to evaluate along with some of the search terms.  But I do suggest you try your own searches too.

I hope this has given you some ideas.

TTRB

Autism and the Autistic Spectrum

Secondary Special Needs: Understanding Autism

Secondary Special Needs - Inclusion and Autism

Primary and Secondary Inclusion Development Programme - supporting pupils on the autism spectrum

The particular needs of pupils with an autistic spectrum disorder - Session Ten

Autism Treatment Trust

Education Assessments

National Autistic Society

Diagnosing complex needs

Autism Research Centre

Tests

Scottish Government - Autism Toolbox

Assessment

Institute of Education library catalogue
(http://ioe.sirsidynix.net.uk/uhtbin/webcat)

High-functioning autism/Asperger Syndrome in schools : assessment and intervention. Sansosti, Frank J. Publisher:Guilford, Publication date:2010. ISBN:9781606236703

British Education Index
http://www.leeds.ac.uk/bei/

NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles

KEYWORDS: AUTISM;  DIAGNOSTIC-ASSESSMENT;   EVALUATION METHODS; EDUCATIONAL ASSESSMENT; DIAGNOSTIC-TESTS;  RATING-SCALES;  MEASURES-INDIVIDUALS.

Assessing children with autism, mental retardation, and typical development using the Playground Observation Checklist. Autism, July 2007, vol. 11, no. 4, p. 311-319, ISSN: 1362-3613. Ingram-Daniel-H, Mayes-Susan-Dickerson, Troxell-Lucinda-B, Calhoun-Susan-L.

Central Coherence Theory and the interpretation of picture materials: toward an assessment of autistic spectrum disorder. Journal of Research in Special Educational Needs, March 2003, vol. 3, no. 1, p. unaginated, ISSN: 1471-3802. Worth-Sarah.

The discriminative ability and diagnostic utility of the ADOS-G, ADI-R, and GARS for children in a clinical setting. Autism, November 2006, vol. 10, no. 6, p. 533-549, ISSN: 1362-3613. Mazefsky-Carla-A, Oswald-Donald-P.
"The article discusses the Autism Diagnostic Observation Schedule-Generic (ADOS-G), the Autism Diagnostic Interview-Revised (ADI-R) and the Gilliam Autism Rating Scale (GARS)."

Toward the use of a standardized assessment for young children with autism: current assessment practices in the UK. Autism, September 2003, vol. 7, no. 3, p. 321-330, ISSN: 1362-3613. Martin-Neil.

Person-centred approaches to supporting children and adults with autism spectrum disorders. Tizard Learning Disability Review, July 2009, vol. 14, no. 3, p. 18-26, ISSN: 1359-5474. Beadle-Brown-Julie, Roberts-Rachel, Mills-Richard.

Childrens Communication Checklist (CCC) scores in 11-year-old children with communication impairments. International Journal of Language and Communication Disorders, April 2004, vol. 39, no. 2, p. 215-227, ISSN: 1368-2822. Botting-Nicola.

ERIC
http://www.eric.ed.gov/

The Development of the "Autism Social Skills Profile": A Preliminary Analysis of Psychometric Properties. Focus on Autism and Other Developmental Disabilities, Sum 2007, vol. 22, no. 2, p. 80-87, pp. 8, 0 refs., ISSN: 1088-3576. Bellini-Scott, Hopf-Andrea.
"There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The "Autism Social Skills Profile" (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors."

Evidence-Based Assessment of Autism Spectrum Disorders in Children and Adolescents. Journal of Clinical Child and Adolescent Psychology, 2005, vol. 34, no. 3, p. 541-547, pp. 18, 0 refs., ISSN: 1537-4416. Ozonoff-Sally, Goodlin-Jones-Beth-L, Solomon-Marjorie.
"This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson, & Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course, and outcome of ASD to evaluate the utility of particular assessment strategies and instruments for diagnosis, treatment planning and monitoring, and evaluation of outcome. The article begins with a review of relevant research on ASD. Next we provide an overview of the assessment process and some important issues that must be considered. We then describe the components of a core (minimum) assessment battery, followed by additional domains that might be considered in a more comprehensive assessment. Domains covered include core autism symptomatology, intelligence, language, adaptive behavior, neuropsychological functions, comorbid psychiatric illnesses, and contextual factors (e.g., parent well-being, family functioning, quality of life). We end with a discussion of how well the extant literature meets criteria for evidence-based assessments."

Validation of a Brief Quantitative Measure of Autistic Traits: Comparison of the Social Responsiveness Scale with the Autism Diagnostic Interview-Revised. Journal of Autism and Developmental Disorders, Aug 2003, vol. 33, no. 4, p. 427-33, ISSN: 0162-3257. Constantino-John-N, Davis-Sandra-A, Todd-Richard-D, Schindler-Matthew-K, Gross-Maggie-M, Brophy-Susan-L, Metzger-Lisa-M, Shoushtari-Christiana-S, Splinter-Reagan, Reich-Wendy.
"A study compared the Social Responsiveness Scale (SRS) with the Autism Diagnostic Interview-Revised in 61 children (ages 4-16) with autism. Correlations between the test scores for DSM-IV criterion sets were on the order of 0.7. SRS scores were unrelated to I.Q. and exhibited inter-rater reliability on the order of 0.8. (Contains references.)"

Program Evaluation in Classrooms for Students with Autism: Student Outcomes and Program Processes. Focus on Autism and Other Developmental Disabilities, Fall 2000, vol. 15, no. 3, p. 170-75, ISSN: 1088-3576. Oren-Thomas, Ogletree-Billy-T.
"This article reviews goal attainment scaling as an alternative method for evaluating treatments for children with autism. It discusses the use of goal attainment scaling as a way to provide a convergent link between outcome goals and program goals within a framework of family-centered practices. A case study is provided".

The Relationship between Carers' Report of Autistic Traits and Clinical Diagnoses of Autism Spectrum Disorders in Adults with Intellectual Disability. Research in Developmental Disabilities A Multidisciplinary Journal, May-Jun 2010, vol. 31, no. 3, p. 705-712, pp. 8, 0 refs., ISSN: 0891-4222. Bhaumik-Sabyasachi, Tyrer-Freya, Barrett-Mary, Tin-Nyunt, McGrother-Catherine-W, Kiani-Reza.
"It is often difficult to determine the triad of impairments and whether autistic features are the consequence of intellectual impairment or autism spectrum disorders in people with intellectual disability (ID). The aim of the current study was to investigate the relationship between carer-reported autistic traits and independent diagnoses of autism spectrum disorders (ASD). Data were collected on carers' subjective report of autistic traits and clinical diagnoses of ASD. Of 1145 adults with ID identified, 220 (19%) individuals had a diagnosis of ASD, and 778 (68%) individuals had at least one autistic trait. Optimal sensitivity and specificity were achieved with two or more autistic traits (sensitivity 63%; specificity 79%) and the positive predictive value increased substantially as the number of autistic traits increased. However, a significant proportion of individuals with ID who did not have a diagnosis of ASD also displayed autistic traits. Our findings suggest that in the absence of other measures, the presence of autistic traits can serve as a useful proxy measure for ASD in research (and/or clinical settings). However, although information on autistic traits may help healthcare practitioners to identify people with possible ASD, it cannot be used alone to make a formal diagnosis. (Contains 4 tables and 1 figure.)"

Keywords

autism, assessment tools, evaluation methods, assessment methods, triad of impairments, SEN

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Article published to :

Type of Resource

E-librarian Responses

Education

All Key Stages and Age Ranges

Article Id :

4413

Date Posted:

28/7/2010

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