Comprehensive Multi-Disciplinary Assessment Protocol for Autism Spectrum Disorder
DOI:
https://doi.org/10.6000/2292-2598.2014.02.01.9Keywords:
Autism spectrum disorder, assessment, multidisciplinaryAbstract
Legal mandates established under IDEA specify a student must be assessed in all areas of suspected disability. Never is this task more overwhelming than its application to the assessment of a student suspected of a diagnosis of autism. The assessment of an individual suspected of an autism spectrum disorder (ASD) diagnosis is a complex task and is dependent on the integration of information gleaned from assessments conducted by an array of professionals, each with their own distinct area of expertise. The purpose of this article is to introduce the Comprehensive Multidisciplinary Assessment Protocols-Autism Spectrum Disorder, referred to as the CMAPs, as a mechanism for organizing multidisciplinary team assessments. The CMAPs were developed in response to the challenges experienced by school-based assessment teams in developing appropriate and legally defensible assessment plans. The CMAPs provide teams a systematic, organizational, and comprehensive platform to organize the assessment of students across the spectrum of the disorder with the goal of making the task less overwhelming. Each assessment protocol considers the assessment needs of individuals with ASD using their communication skills as a preliminary starting point.
References
Individuals with disabilities education act (2004). 20 U.S.C. §1400
Filipek PA, Accardo PJ, Baranek GT, et al. The screening and diagnosis of autism spectrum disorders. J Autism Dev Disord 1999; 29: 439-84. http://dx.doi.org/10.1023/A:1021943802493 DOI: https://doi.org/10.1023/A:1021943802493
Ozonoff S, Goodlin-Jones BL, Solomon, M. Evidence-based assessment of autism spectrum disorders in children and adolescents. J Clin Child Adolesc Psychol 2005; 34: 523-40. http://dx.doi.org/10.1207/s15374424jccp3403_8 DOI: https://doi.org/10.1207/s15374424jccp3403_8
Dodd J. Thinking outside of the assessment box: assessing social communicative functioning in students with ASD. Perspect Sch Based Iss 2010; 11: 88-98. http://dx.doi.org/10.1044/sbi11.3.88 DOI: https://doi.org/10.1044/sbi11.3.88
American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington (VA): American Psychiatric Publishing; 2013. DOI: https://doi.org/10.1176/appi.books.9780890425596
Ramsey MC, Reynolds CR, Kamphaus RW. Essentials of behavioral assessment. New York: Wiley and Sons; 2002.
Duchan JF. Describing the unusual behaviors of children with autism. J Commun Disord 1998; 31: 93-112. http://dx.doi.org/10.1016/S0021-9924(97)00084-1 DOI: https://doi.org/10.1016/S0021-9924(97)00084-1
Wilkinson LA. Autism and asperger syndrome in schools. Philadelphia (PA): Jessica Kingsley Publishers; 2010.
Stevenson A, Lindberg CA. New oxford american dictionary. 3rded. New York: Oxford University Press; 2010. http://dx.doi.org/10.1093/acref/9780195392883.001.0001 DOI: https://doi.org/10.1093/acref/9780195392883.001.0001
Klinger LG, O’Kelley SE, Mussey JL. Assessment of intellectual functioning in autism spectrum disorders. In: Goldstein S, Naglieri JA, Ozonoff S, editors. Assessment of autism spectrum disorders. New York: Guilford; 2009. p. 209-52.
Nordin V, Gillberg C. The long-term course of autistic disorders: update on follow-up studies. Acta Psychiatr Scand 1998; 97: 99-108. http://dx.doi.org/10.1111/j.1600-0447.1998.tb09970.x DOI: https://doi.org/10.1111/j.1600-0447.1998.tb09970.x
Sigman M, McGovern CW. Improvement in cognitive and language skills from preschool to adolescence in autism. J Autism Dev Disord 2005; 35: 15-23. http://dx.doi.org/10.1007/s10803-004-1027-5 DOI: https://doi.org/10.1007/s10803-004-1027-5
Shea B, Mesibov G. Age-related issues in the assessment of autism spectrum disorders. In: Goldstein S, Naglieri JA, Ozonoff S, editors. Assessment of autism spectrum disorders. New York: Guilford; 2009. p. 117-37.
Lord C, McGee JP. Educating children with autism. Washington DC: National Academy Press; 2001.
Lord C, Venter A. Outcome and follow-up studies of high functioning autistic individuals. In Schopler E, Mesibov G, editors. High functioning individuals with autism. New York: Plenum; 1992. p. 187-198. http://dx.doi.org/10.1007/978-1-4899-2456-8_10 DOI: https://doi.org/10.1007/978-1-4899-2456-8_10
Ozonoff S, Miller JN. Teaching theory of mind: a new approach to social skills training for individuals with autism. J Autism Dev Disord 1995; 25: 415-33. http://dx.doi.org/10.1007/BF02179376 DOI: https://doi.org/10.1007/BF02179376
Lezak MD. Neuropsychological assessment. 3rded. New York: Oxford University Press; 1995.
Moran S, Gardner H. “Hill, skill, and will:” executive function from a multiple-intelligences perspective. In: Meltzer L, editor. Executive function in education: from theory to practice. New York: Guilford Press; 2007. p. 19-38.
Gilotty L, Kenworthy L, Sirian L, Black DO, Wagner AE. Adaptive skills and executive function in autism spectrum disorders. Child Neuropsychol 2002; 31: 241-8. http://dx.doi.org/10.1076/chin.8.4.241.13504 DOI: https://doi.org/10.1076/chin.8.4.241.13504
Ozonoff S, Schetter PL. Executive dysfunction in autism spectrum disorders: from research to practice. In: Meltzer L, editor. Executive function in education: from theory to practice. New York: Guilford Press; 2007. p. 133-60.
Jiron C. Brainstorming: using neuropsychology in the schools. Los Angeles: Western Psychological Services; 2004.
Sattler JM, Hoge RD. Assessment of children: behavioral, social, and clinical foundations. 5th ed. La Mesa (CA): Jerome M. Sattler Publisher; 2006.
Miller DC. Essentials of school neuropsychological assessment. Hoboken (NJ): John Wiley & Sons; 2007.
Baron IS. Neuropsychological evaluation of the child. New York: Oxford University Press; 2004.
Kolb A, Whishaw I. Fundamental of human neuropsychology. 6thed. New York: Worth; 2009.
Siegel B. Helping children with autism learn: treatment approaches for parents and professionals. New York: Oxford University Press; 2003.
Minshew NJ, Goldstein G. The pattern of intact and impaired memory functions in autism. J Child Psychol Psychiatry 2001; 42: 1095-101. http://dx.doi.org/10.1111/1469-7610.00808 DOI: https://doi.org/10.1111/1469-7610.00808
Baddeley AD. Working memory. Oxford: Clarendon Press; 1986.
Williams DL, Goldstein G, Minshew N. The profile of memory function in children with autism. Neuropsychology 2006; 20: 21-9. http://dx.doi.org/10.1037/0894-4105.20.1.21 DOI: https://doi.org/10.1037/0894-4105.20.1.21
Lord C, Risi S, Pickles A. Trajectory of language development in autistic spectrum disorders. In Rice ML, Warren SF, editors. Developmental language disorders. Mahwah (NJ): Lawrence Erlbaum Associates; 2004. p. 7-29.
Tager-Flusberg H, Paul R, Lord CE. Language and communication in autism. In: Volkmar F, Paul R, Klin A, Cohen D, editors. Handbook of autism and pervasive developmental disorder. New York: Wiley; 2005. p. 335-64. DOI: https://doi.org/10.1002/9780470939345.ch12
Norbury CF, Bishop DVM. Narrative skills in children with communication impairments. Int J Lang Commun Disord 2003; 38: 287-313. http://dx.doi.org/10.1080/136820310000108133 DOI: https://doi.org/10.1080/136820310000108133
Tager-Flusberg H. Dissociations in form and function in the acquisition of language in autistic children. In: Tager-Flusberg H, editor. Constraints on language acquisition: studies of atypical children. New York: Wiley; 1995. p. 335-64.
Diehl J, Bennetto L, Young E. Story recall and narrative coherence of high-functioning children with autism spectrum disorders. J Abnorm Child Psychol 2006; 34: 83-98. http://dx.doi.org/10.1007/s10802-005-9003-x DOI: https://doi.org/10.1007/s10802-005-9003-x
Baron-Cohen S, Leslie AM, Frith U. Does the autistic child have a “theory of mind?” Cognition 1985; 21: 37-46. http://dx.doi.org/10.1016/0010-0277(85)90022-8 DOI: https://doi.org/10.1016/0010-0277(85)90022-8
Bruner J, Feldman C. Theories of mind and the problem of autism. In: Baron-Cohen, S, Tager-Flusberg H, Cohen DJ, editors. Understanding other minds: perspectives from autism. Oxford: Oxford University Press; 1993. p. 267-291.
Landa R. Social language use in asperger syndrome and high-functioning autism. In: Klin A, Volkmar FR, Sparrow SS, editors. Asperger syndrome. New York: Guilford; 2000. p. 125-155.
Loveland K, Tunali B. Narrative language in autism and the theory of mind hypothesis: a wider perspective. In: Baron-Cohen, S, Tager-Flusberg H, Cohen DJ, editors. Understanding other minds: perspectives from autism. Oxford: Oxford University Press; 1993. p. 267-291.
Gillam RB, Pearson NA. Test of narrative language. Austin (TX): Pro-Ed; 2004.
Pence K, Justice LM, Gosse C. Narrative assessment protocol. Columbus (OH): Preschool Language and Literacy Lab; 2007.
Petersen DB, Spencer TD. The narrative language measures: tools for language screening, progress monitoring and intervention planning. Perspect Lang Learn Educ 2012; 19: 119-29. http://dx.doi.org/10.1044/lle19.4.119 DOI: https://doi.org/10.1044/lle19.4.119
Miller J, Andriacchi K, Nockerts, A. Assessing language production using salt software: a clinician’s guide to language sample analysis. Middleton (WI): SALT Software, LLC; 2011.
Hedberg N, Westby C. Analyzing story-telling skills: theory to practice. Tucson (AZ): Communication Skill Builders; 1993.
McCabe A, Rollins, PR. Assessment of preschool narrative skills. Am J Speech Lang Pathol 1994; 3: 45-55. DOI: https://doi.org/10.1044/1058-0360.0301.45
Garcia-Winner M. Thinking about you thinking about me. 2nd ed. San Jose (CA): Think Social Publishing; 2007.
Coggins T, Olswang L, Charmichael Olsson H, Timler G. On becoming socially competent communicators: the challenge for children with fetal alcohol exposure. Int Rev Res Ment Retard 2003; 27: 121-50. http://dx.doi.org/10.1016/S0074-7750(03)27004-X DOI: https://doi.org/10.1016/S0074-7750(03)27004-X
Social Cognition [homepage on the Internet]. No date [cited 2014 Mar 10] Available from: http://en.wikipedia.org/wiki/ social_cognition
Mundy P, Newell L. Attention, joint attention, and social cognition. Curr Dir Psychol Sci. 2007; 16: 269-74. http://dx.doi.org/10.1111/j.1467-8721.2007.00518.x DOI: https://doi.org/10.1111/j.1467-8721.2007.00518.x
Adams C. Practitioner review: assessment of language pragmatics. J Child Psychol Psychiatry 2002; 43: 973-87. http://dx.doi.org/10.1111/1469-7610.00226 DOI: https://doi.org/10.1111/1469-7610.00226
Paul R. Language disorders from assessment through adolescence: assessment and intervention. 3rd ed. St. Louis: Mosby Elsevier; 2007.
Prutting C, Kirchner D. A clinical appraisal of the pragmatic aspects of language. J Speech Hear Disord 1987; 52: 105-19. DOI: https://doi.org/10.1044/jshd.5202.105
Bishop D. Children’s communication checklist. 2nd ed. Boston:Pearson; 2006.
Semel E, Wiig, EH, Secord WA. Clinical evaluation of language fundamentals. 5th ed. Boston:Pearson; 2013.
Creaghead N. Strategies for eliciting and targeting pragmatic behavior in young children. Semin Speech Lang 1984; 5: 241-52. http://dx.doi.org/10.1055/s-0028-1085181 DOI: https://doi.org/10.1055/s-0028-1085181
D’Zurilla TJ, Maydeu-Ollvares A, Kant GL. Age and gender differences in social problem-solving ability. Pers Individ Dif 1998; 25: 241-52. http://dx.doi.org/10.1016/S0191-8869(98)00029-4 DOI: https://doi.org/10.1016/S0191-8869(98)00029-4
Bowers L, Huisingh R, LoGiudice C. Social language development test: elementary. East Moline (IL): Linguisystems, Inc; 2008.
Phelps-Terasaki D, Phelps-Gunn T. Test of pragmatic language. 2nd ed. East Moline (IL): Linguisystems, Inc; 2007.
American Speech-Language-Hearing Association. Preferred practice patterns for the profession of speech-language pathology: preferred practice patterns [document on the Internet]. American Speech-Language-Hearing Association; 2004 [cited 2014 Mar 22].Available from: www.asha.org/policy.
Bernthal JE, Bankson NW, Flipsen P. Articulation and phonological disorders: speech sound disorders in children. 6th ed. Boston: Pearson; 2009.
Bauman-Waengler J. Articulatory and phonological impairments: a clinical focus. 4th ed. Boston: Pearson; 2012.
Gordon-Brannan ME, Weiss CE. Clinical management of articulatory and phonologic disorders. 3rd ed. Philadelphia (PA): Lippincott Williams and Wilkins; 2007.
American Speech-Language-Hearing Association. Childhood apraxia of speech: position statement [document on the Internet]. American Speech-Language-Hearing Association; 2007 [cited 2014 Mar 22]. Available from: www.asha.org/policy.
Shriberg LD, Paul R, McSweeny JL, Klin A, Cohen DJ, Volkmar FR. Speech prosody characteristics of adolescents and adults with high-functioning autism and Asperger syndrome. J Speech Lang Hear Res 2001; 44: 1097-115. http://dx.doi.org/10.1044/1092-4388(2001/087) DOI: https://doi.org/10.1044/1092-4388(2001/087)
California Department of Developmental Services. Autism spectrum disorders: best practice guidelines for screening, diagnosis, and assessment [document on the Internet]. California Department of Developmental Services; 2002 [cited 2014 Feb 28]. Available from: https://dds.ca.gov/Autism/docs/ASD_Best_Practice2002.pdf.
Kanne SM, Gerber AJ, Quirmbach LM, Sparrow SS, Cicchetti DV, Saulnier CA. The role of adaptive behavior in autism
spectrum disorders: implications for functional outcome. J Autism Dev Disord 2011; 41: 1007-18. http://dx.doi.org/10.1007/s10803-010-1126-4 DOI: https://doi.org/10.1007/s10803-010-1126-4
Sparrow SS, Cicchetti DV, Balla DA. Vineland adaptive behavior scales. 2nd ed. Minneapolis (MN): Pearson Assessments; 2005. DOI: https://doi.org/10.1037/t15164-000
Achenbach TM, Rescorla LA. Manual for the ASEBA preschool forms and profiles. Burlington (VT): University of Vermont Research Center for Children, Youth, and Families; 2000.
Achenbach TM, Rescorla LA. Manual for the ASEBA preschool forms and profiles. Burlington (VT): University of Vermont Research Center for Children, Youth, and Families; 2001.
de Bildt A, Sytema S, Kraijer D, Sparrow S, Minderaa R. Adaptive functioning and behaviour problems in relation to level of education in children and adolescents with intellectual disability. J Intellect Disabil Res 2005; 49: 672-81. http://dx.doi.org/10.1111/j.1365-2788.2005.00711.x DOI: https://doi.org/10.1111/j.1365-2788.2005.00711.x
El-Ghoroury NH, Krackow E. Enhancing the identification of autism spectrum disorders via a model of culturally sensitive childhood assessment. Prof Psychol Res Pr 2013; 43: 249-55. http://dx.doi.org/10.1037/a0027354 DOI: https://doi.org/10.1037/a0027354
Ayres J. Sensory integration and the child. Los Angeles: Western Psychological Services; 1979.
Dunn W. The impact of sensory processing abilities on the daily lives of young children and families: a conceptual model. Infants Young Child 1997; 9: 23-35. http://dx.doi.org/10.1097/00001163-199704000-00005 DOI: https://doi.org/10.1097/00001163-199704000-00005
Dunn, W. Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants Young Child 2007; 20: 84-101. http://dx.doi.org/10.1097/01.IYC.0000264477.05076.5d DOI: https://doi.org/10.1097/01.IYC.0000264477.05076.5d
Thomchek T, Dunn W. Sensory processing in children with and without autism: a comparative study using the short sensory profile. Am J Occup Ther 2007; 61: 190-200. http://dx.doi.org/10.5014/ajot.61.2.190 DOI: https://doi.org/10.5014/ajot.61.2.190
Ashburner J, Ziviani J, Rodger S. Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. Am J Occup Ther 2008; 62: 564-73. http://dx.doi.org/10.5014/ajot.62.5.564 DOI: https://doi.org/10.5014/ajot.62.5.564
Anzalone ME, Williamson GG. Sensory processing and motor performance in autism spectrum disorders. In: Wetherby AM, Prizant BM, editors. Autism spectrum disorders: a transactional developmental perspective. Baltimore (MD): Brookes; 2000. p. 143-66.
Hilton C. Sensory processing and motor issues in autism spectrum disorders. In: Matson JL, Sturmey P, editors. International handbook of autism and pervasive developmental disorders: autism and child psychopathology series. New York: Springer Science + Business Media; 2011. p. 175-93. DOI: https://doi.org/10.1007/978-1-4419-8065-6_11
Dawson G, Watling R. Interventions to facilitate auditory, visual, and motor integration in autism: a review of the evidence. J Autism Dev Disord 2000; 30: 415-21. http://dx.doi.org/10.1023/A:1005547422749 DOI: https://doi.org/10.1023/A:1005547422749
Dewey D, Cantell M, Crawford SG. Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder. J Int Neuropsychol Soc 2007; 13: 246-56. http://dx.doi.org/10.1017/S1355617707070270 DOI: https://doi.org/10.1017/S1355617707070270
Mattard-Labrecque C, Amor I, Couture M. Children with autism and attention difficulties: a pilot study of the association between sensory, motor, and adaptive behaviors. J Can Acad Child Adolesc Psychiatry 2013; 22: 139-46.
Dyches T. Assessing diverse students with autism spectrum disorders. ASHA Leader 2011; January 18. DOI: https://doi.org/10.1044/leader.FTR2.16012011.12
Published
How to Cite
Issue
Section
