Missing Piece Program Methodology

(The Summary of Best Practices for Autism disorders, page 37 of Evidence-Based Practices for Children and Adolescents with Autism Spectrum Children’s Mental Health Government Ontario has a good chart with a breakdown of the different tests) A Parental Stress Index (PSI-SF) and Family Crisis Oriented Personal Evaluation (F-Copes) may also be done should it be felt it is necessary. As this is multidisciplinary team the tests will be conducted by the individuals then combine and assessed by the authorized person who will refer to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to make the diagnosis. This breaks down the signs and symptoms of ASD into categories and also states how many of these must be present in each category to confirm a diagnosis. Once a diagnosis of autism has been established, a severity rating is also determined by DSM-5 criteria. A report is then typically written and the parents are apprised of the results. The process may take months, many parents are confused and overwhelmed by the process and the number of people involved can be a source of stress for the family. A single person who co-ordinates the process and acts as a primary contact is helpful, as is receiving written information in

Another program would be the applied behavior analysis department (ABA) this program provides behavior diagnostic services to the children with developmental needs. This program is also connected to the board certified behavior analysts (BCBA). The BCBA are intense therapy treatment that is based on scientifically tested behavioral principles and procedures. The ABA involves steady evaluation of treatment progress and clinical decision-making based on each child. ABA is the only treatment approach with rigorous scientific evidence to support its effectiveness as both comprehensive and focused treatment. The psychology services pay attention to attention deficit hyperactivity disorders, autism spectrum disorders, developmental delays, behavioral; disorders, learning disabilities, intellectual disabilities, and difficulties associated with genetic disorders. They start evaluating the students by reviewing their historical background and looking at their past academic history. The Child Development Clinic (CDC) is another program that is provided. It is a multidisciplinary clinic that includes a psychologist and social worker. The psychologist may administer rating scales, cognitive, language, and/or developmental screeners as well as the Autism Diagnostic Observation Schedule-2 (ADOS-2). Afterwards, the psychologist provides the family with a diagnosis (there may be more than one),

Autism Spectrum Disorder has a wide variety of treatment choices. There is not a single treatment that will cure ASD, but there are many therapies that can be used to help the symptoms of ASD. Above are multiple different therapies that experts have conducted research on. Interviews of educators in the field of special education and surveys answered by the general public were conducted to gather information regarding ASD knowledge and therapies. Educators informed about even more therapies that are used within schools. It became apparent that many therapies are used for children with ASD, and this is because autism is a spectrum disorder. The word "spectrum" often measures as something that ranges. ASD ranges for

What is the name of the test? The name of this test is Autism Spectrum Rating Scales (ASRS).

The first review of the Childhood Autism Rating Scale, Second Edition was authored by KORESSA KUTSICK MALCOLM, School Psychologist, The Virginia School for the Deaf and Blind, Staunton, VA. The second edition of the Childhood Autism Rating Scale was developed for use a wider array of health care professionals as well as to establish general characteristics of children with autism who exhibit higher intellectual ability. They also made slight changes to the format of the rating book. The test comes in three forms; The Childhood Autism Rating Scale, Second Edition–Standard Version, the Childhood Autism Rating Scale, Second Edition–High-Functioning Version and the Childhood Autism Rating Scale, Second

The most recent data collected by the Centers for Disease Control and Prevention (CDC) shows that 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD) (CDC, 2014). Children diagnosed with ASD often have difficulty with functional performance in several key areas including; social participation, communication, school based activities, motor performance and play. These impairments in functional performance are not exclusive to the child alone as the caregiver often assumes a great deal of burden in managing the symptoms of a child with ASD. Furthermore, these difficulties along with the rising diagnosis rate has pushed ASD to the forefront of clinical research and has raised issues regarding which Ayres

Autism is widely described as a spectrum disorder because of the wide variation in the intensity of the condition and the many complex learning difficulties that may accompany the disorder. Baron-Cohen (2007) led a change of emphasis from the definition of autism as a ‘disorder’ or medical condition, to a focus on the social learning aspects of a ‘condition’. The alternative name of autistic spectrum condition (ASC) is, therefore, now commonly used.

According to the American Speech-Language-Hearing Association (ASHA), Autism spectrum disorder (ASD) is defined as "a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors. Social communication deficits include impairments in aspects of joint attention and social reciprocity, as well as challenges in the use of verbal and nonverbal communicative behaviors for social interaction" (2016). The Early Start Denver Model (ESDM) in a language intervention program recommended for children, usually 12 to 48 months of age, who present with ASD (Vivanti, 2016). According to Autism Speaks Inc., ESDM intervention requires training and certification and can be delivered by a psychologist, behaviorist, occupational therapist, speech and language pathologist, early intervention specialist or developmental pediatrician, and is intended as a naturalistic approach to therapy because it does not require a fixed setting for delivery. Generalization of the intervention requires intense parent involvement and "can be delivered by therapy teams and/or parents in group programs or individual sessions in either a clinic setting or the child 's home" (2016). According to Schreibman et al., ESDM combines naturalistic intervention behavioral intervention (NDBI) with Applied Behavioral Analysis (ABA) principles, which have shown through evidence based practice to induce behavioral changes,

2014). With the recent release of the DSM-V, these have all been combined under one diagnosis of autism spectrum disorder and are differentiated through the use of numerical scales to describe severity of effect. Primary diagnostic tests used are the Checklist for Autism Spectrum Disorder, Childhood Autism Rating Scale (CARS), and Gilliam Asperger’s Disorder Scale (GADS). The Checklist for Autism Spectrum Disorder is the only checklist or rating scale designed to evaluate children with either low or high functioning autism spectrum disorder. The Childhood Autism Rating Scale or CARS is used because it has the best psychometric support for children with low functioning autism when compared with other autism rating scales. The Gilliam Asperger’s Disorder Scale or GADS is used because it is the only scale for high functioning autistic children in the age range of early childhood to adolescence (Mayes, S. D., Calhoun, S., Murray, M., et al. 2009). Through the use of these diagnostic tools to determine the evidence of a PDD and its severity of symptomatic characteristics, a subject can be diagnosed with autism spectrum disorder and classified into severity of autism.

The administrator will rate each item using a four-point response scale. The rating is based on not only a child’s response but also their behavior during their session. An administrated also takes into consideration student’s intensity, peculiarity, and duration of a answer. The CARS2 assessment is a good place to start when a child is believed to have autism spectrum disorder.

The Autism Spectrum Disorder (ASD) program is an eleven-month program designed for students diagnosed with an Autism Spectrum Disorder (ASD) in grades PK-12 who require intensive, specially designed instruction and support in order to access the curriculum. Students served in the program have needs in multiple areas such as communication, social, behavior and academic.

The Autism Screening Instrument for Educational Planning -Third Edition (ASIEP–3) is used to evaluate autism spectrum disorders and to assist in developing educational programs for individuals who are on the spectrum. The ASIEP-3 consists of five subtests which include the Autism Behavior Checklist, the Sample of Vocal Behavior, the Interaction Assessment, the Educational Assessment, and the Prognosis of Learning Rate.

Although a routine score of 15 is used typically, a score of 10 points was chosen for this study to not miss higher functioning individuals with ASD. Other diagnostic tools were implemented when scores reached and/or exceeded the cutoff. The diagnostic tools used were Autism Diagnostic Interview-Revised, Autism Diagnostic Observation Schedule, and the Childhood Autism Rating Scale ( ). For a child to be considered autistic they had to meet three criteria domains which are impaired social interactions, impaired communication and repetitive

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,

Hohmann-Marriott (2001) offered a couple of solutions for this dilemma. One alternative is to place the control group on a waiting list for treatment after the experimental group has completed its study. The problem with this option, however, is that it places the family at risk because treatment could be significantly delayed. The more favorable alternative is to offer different treatment options to the control group and the experimental group. If one treatment modality proves more beneficial, then the other group can be offered that treatment upon completion of the study.