The Autism Screening Instrument For Educational Planning

Diagnosis criteria for autism has changed frequently over the years as research provides better understanding. Dr. Adrienne Perry and Rosemary Condillac in their guide indicates it is important that the whole assessment process be tied to the most recent professional literature and the process be based on evidence-based evaluation of measures and procedures. Clinical practice should be consistent with relevant legislation, professional college regulations, standards, and ethics. In Ontario, RHPA requires that diagnosis may only be performed by registered professionals of the College of Psychologists or the Royal College of Physicians and Surgeons. (Perry & Condillac, 2003)

Autism Spectrum Disorder is a growing problem throughout the entire globe. Autism Spectrum Disorder is defined as deficits in social reciprocity and communication, as well as unusual, restricted and repetitive behaviors (Lord). Such behaviors may include running back and forth, excessive cleaning, noises, and clapping. These also vary greatly with age and ability, and the notion of ASD has been introduced to recognize these diversities (Firth). Autism was first discovered in 1943 when Leo Kanner observed 11 children with several common traits such as, impairments in social interaction, anguish for changes, good memory, belated echolalia, over sensitivity to certain stimuli (especially sound), food problems, limitations in spontaneous activity,

Diagnosis. The earliest indicators of autism are impairments of verbal and nonverbal communication. A child with autism will have difficulties responding to their name, smiling and making eye contact, babbling or cooing by twelve months, and using single or two word phrases by twenty-four months (NIMH, n.d.). A proper diagnosis of autism spectrum disorder is a two part process. The child is first given a general screening to check for developmental issues. If the child is not making satisfactory developmental progress according to his or her age group, the child would be referred for additional screening. At this stage, the child will need to be screened to check for specific symptoms of autism. The screening can be based solely on the parent’s observation of the

Many people believe that autism is its own disorder that children are diagnosed with. However, autism is actually a term used for a wide range of disorders. Autism 's clinical name is Autism Spectrum Disorder. The term spectrum is used because of the range of symptoms, intensity, and behaviors autism effects. There are also many different types of autism. There is "classic" autism which is associated with being non-verbal and anti-social. Another form of autism is Asperger Syndrome which is associated by having peculiar social skills and play. Other types of autism include Autistic Disorder, Asperger Syndrome, Childhood Disintegrative Disorder, Rett Syndrome, and Pervasive Developmental Disorder. The first signs that a child many have autism are usually noticed between the ages of fifteen and eighteen months when a loss of skills or delays in development are noticed. Prenatal stress may be a leading cause of autism. Yet, there are no true known cures. Autism is characterized by back-and-forth gestures, sounds, attention, play, and conversation. Temper tantrums that are uncontrollable are also a sign of autism. Lastly, a child may use pictures or signing to be understood. All of these symptoms are a key to diagnosing a child with autism. The earlier a child is diagnosed, the better the prognosis for this child. While there isn’t a cure for autism, there are ways to make sure children with autism have the best developmental outcome. This is possible through early

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

Autism has become an increasingly important public health concern as the number of yearly diagnoses of the disorder has increased since the late 20th century. The National Institute of Health estimates that 1 in 88 children in the United States are classified as having an Autism Spectrum Disorder (ASD) (NINDS, 2009), a genetic neurodevelopmental disorder that impairs children 's ability to learn and causes issues with social interaction and communication. Symptoms of ASD include delays in speech and language, issues with social interaction, and unusual behaviors/routines.

Over the past twenty years, researchers on Autism have made notable findings in comprehending prevalence rates and creating accurate assessments to gather current diagnostic criterion. A significant increase in the prevalence rate of ASD has led researchers to make further inquiries about the precision of the tests used to assist in the diagnosis of autism.

This article discusses the importance of collaboration between speech language pathologists (SLPs) and behavior analysts when it comes to the IEP process of students with autism spectrum disorder (ASD). SLPs and behavior analysts are most likely to be on a student’s IEP Team if they are ASD diagnosed. The IEP Team needs to have collaboration among all team members in order to make appropriate decisions on the development and implementation of behavior plans, and determine the appropriate developmental level for instruction to be written into the IEP. The people who are giving the services to the student with ASD must be highly trained and be consistent in the student’s schedule. When someone interacting with a student with ASD is consistent, behavioral challenges are more likely to decrease when working with them. If the IEP Team mutually understands the importance of collaboration, and consistency, the team will be more successful with their process. With the prevalence of ASD at 1 in 68 children (as of 2014 gathered from the Centers for Disease Control and Prevention) it is important to know how an IEP Team

The results of a study designed to identify children previously undiagnosed with ASD was presented at the International Meeting for Autism Research (IMFAR). This study finds that, with little effort, daycare and preschool teachers can effectively screen children for ASD. Teachers were asked to complete the Social Communication Questionnaire or the Modified Checklist for Autism in Toddlers (M-CHAT) form. These checklists are used to identify children who are at high risk for

According to Simmons et al. (2009), autism is classified as a developmental disorder characterized by difficulties with social interaction, social communication, and an unusually restricted range of behaviors and interests. Along with behavioral and social impairments, a diagnosis of autism also requires a clinically significant delay in language development before the age of three. Asperger Syndrome has similar signs and symptoms to autism without the language delay. Together with Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), these disorders form the category of Autism Spectrum Disorders (Simmons et al., 2009). Because the signs and symptoms of ASDs are almost entirely behavioral, a variety of tests, interviews, and direct or indirect observations are used in different combinations based on age and/or language level to receive the most reliable diagnosis. Although there is controversy regarding the increased prevalence of ASDs, it is obvious that there is higher regard for understanding the nature of these disorders, causing an increase of research related to this field of study. It is to be noted, however, that there are a handful of general issues to be addressed when running experiments with afflicted individuals. These issues include: which part of the autism spectrum to target, how to convey instructions and maintain attention in severely affected individuals, difficulty recruiting volunteers due to social reticence, and a change of

“Autism Spectrum Disorder (ASD) formerly known as just Autism, is a disorder that affects about 1 in 68 children here in the United States.” (Facts about ASD) This is a pretty high prevalence and the number is continuing to rise. “Autism is a developmental disability that can cause significant impairments in behavioral, communication, and social aspects of everyday life.”(Facts about ASD). The intellectual functioning of individuals with ASD is among one of the biggest of all disabilities. The range can occur from moderate intellectual disabilities all the way up to super genius levels. However, most students function at average intelligence in all academic areas except for reading and math. The reason the name switch form Autism to ASD occurred is that now according to the DSM-V Asperger’s Syndrome and Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) are now disabilities that fall into the spectrum that is ASD. Diagnosis of Autism can be determined at age 2 with high reliability, but is not often discovered until the individual reaches school age and begins to fall behind their peers. It is critical that a parent goes and gets their child screened for developmental disabilities at the doctor at least every 9 months during their few first years of life, so that if they do have a disability early intervention strategies can be employed. ASD occurs in every racial and ethnic group,

First off, Autism has countless number of symptoms that occur at an early age and these include difficulty in socializing with peers, uninterested in conversations, difficulty in making eye contact, and focusing on random objects. In most autism cases, children do develop normally until the second or even third year of life, but then start to act completely different to social engagement (NIH, 2016). And most of these symptoms usually last all the way to adulthood. Moreover, in severe cases of ASD is the lack of communication, practicing and insisting on the same activities, and repetitive patterns of behavior affect the daily functioning of the individual (NIH, 2016). Therefore, diagnosing autism disorders solely off of these symptoms can be very

Autism spectrum disorder is a complex disorder of brain development characterized by early onset difficulties in social communication, behavior, and sensory processing (Webb, 2009). Although, based on the child, symptoms can vary widely within each of these areas. Characteristics of autism often begin to surface between the ages of 8-10 months old, and continue to become more apparent as the child ages. Symptoms of ASD in infants include, failure to respond to their names, delayed babbling, and lack of social interaction. Other red flag characteristics include failure to meet normal milestones, and low muscle tone. As the child grows, characteristics of autism spectrum disorder may become more prominent, and include symptoms such as lack of eye contact, sensory difficulties or self-stimulatory behavior (Webb, 2009). Based on the severity of the diagnoses, children with autism could have other medical conditions including intellectual disabilities, seizures, anxiety disorders, and issues pertaining to the gastrointestinal tract. Autism is referred to as a spectrum, because not all people will experience, or exhibit the symptoms in the same way.

Are you concerned that your child may suffer an Autism Spectrum Disorder (ASD)? Science studies now suggest prevalence rates at a minimum of one in 100. These statistics suggest that 3% of the population is affected (Yates & Couteur, 2013). This article autism, defines provides some of the characteristics to look for in a 5-12 year old, how to obtain assistance, who may be involved in the intervention process, and a treatment technique that focuses specifically on the area of social cognition.

Screening is a fast way of testing the likelihood of an individual having a particular condition and can be used to identify persons for whom more in-depth diagnostic testing may be appropriate in order to confirm the presence of a disorder. In terms of ASDs, two types of screening are currently available: broadband screens within the general population, and ASD-specific screens (Yama et al. 2012, 24). Because the former is not very effective in distinguishing ASDs from alternative development problems, the latter are the preferred screening type. Early screening allows for early detection of ASDs and for appropriate interventions to be made that aid children in improving the communication, socialization, and cognitive skills. The general consensus is that autistic children who manage to develop such skill prior to the age of five have better long-term prognoses than those who take longer (Bilszta and Bilszta 2013, 441). Research to date indicates that intervention before the age of three tends to result in the best outcomes (Scarpa et al. 2013,