Assessment
“The evaluation of individuals with autism spectrum disorders can best be described as multidimensional. There are a variety of reasons why an assessment is initiated. Assessment procedures depend on the purpose of the evaluation, the referral question, the source of the referral, and the setting of service provision. The dual-level approach to assessment involves screening all children at-risk for developmental delay for characteristics associated with autism spectrum disorder, followed by a through diagnostic testing and evaluation of individual strengths and weaknesses... The accurate identification and assessment of autism spectrum disorder is dependent on the assessment process, not the results of a single measure or procedure. As such, collaboration between professionals, parents, and teachers is a necessary component of an effective assessment process and an accurate interpretation of information gathered.”
Source: Lantz, J. (2003). Assessment processes for autism spectrum disorders: Purpose and procedures. The Reporter, 8(1), 11-15. Retrieved from the Indiana Resource Center for Autism.
The VCU T/TAC library houses a wide variety of assessment instruments which are available for Virginia’s Superintendent’s regions 1 and 8. In addition, there are a number of educational, communication, behavioral, and sensory assessment tools useful in gathering information about students with Autism Spectrum Disorder and Asperger’s Syndrome.
