* Goal Development and Assessment

TTAC » Main » Autism Spectrum Disorders » * Goal Development and 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. Currently the T/TAC library holdings include the following assessments that were developed particularly for children and youth on the autism spectrum:

 

 

Image of book cover

 

The ABBLS-R: The Assessment of Basic Language and Learning SKills, Revised (ABBLS)

Image of book cover

 

Adolescent & Adult Psychoeducational Profile

Image of book cover

 

ADOS: Autism Diagnostic Observation Schedule

Image of book cover

 

ASIEP-3: Autism Screening Instrument for Educational Planning
 Image of book cover EASIC-R: Evaluating Acquired Skills in Communication, Revised

Image of book cover

 

GARS: The Gilliam Autism Rating Scale

Image not shown

 

M-CHAT:Modified Checklist for Autism in Toddlers

Image of book cover

 

PEP 3: Psychoeducational Profile: Individualized Assessment and Treatment for Autistic and Developmentally Disabled Children

 

 

 


VDOE Training and Technical Assistance Center @ Virginia Commonwealth University Partnership for People with Disabilities | School of Education Region 1: 700 E. Franklin St. - Suite 140, Richmond, VA 23284 (804) 828-6947 Region 8: Pickett Park, 440 QM Circle, Blackstone, VA 23824 (434) 292-3723 Copyright © 2008 VCU Training and Technical Assistance Center
VCU Virginia Department of Education Partnership for people with disabilities Bobby Blackboard Browse Aloud