[R-0175] S5. Assessment

Citation: Wilkinson, L.A. (2010). Facilitating the identification of autism spectrum disorders in school-age children. Remedial and Special Education, 31, 350-357. doi: 10.1177/0741932509338372

Abstract: The author argues that children with autism spectrum disorder (ASD) are “…underidentified and thus underrepresented in our special education programs” (p. 350). Even though significant progress has been made in identifying young children with typical or classic autism, “it is not unusual for the milder forms of autism (e.g., without mental retardation or noticeable language delays) to go undiagnosed until the child enters the new and demanding setting of the classroom” (Filipek et al, 1999). (p. 351). Because school personnel are now more likely to be asked to participate in the screening and identification of students with ASD, they “should be prepared to recognize the presence of risk factor and/or early warning signs of ASD” and “be familiar with screening tools to identify students in need of further evaluation.” (p. 351) The author provides a description and review of five screening measures, three commercially published instruments: Children’s Communication Checklist–Second Edition (CCC-2; Bishop, 2003), the Social Communication Questionnaire (SCQ; Rutter, Bailey, & Lord, 2003), and the Social Responsiveness Scale (SRS; Constantino & Gruber, 2005), and two validated research questionnaires: the Autism Spectrum Screening Questionnaire (ASSQ; Ehlers, Gillberg, & Wing, 1999) and the Childhood Autism Spectrum Test (CAST; Scott, Baron- Cohen, Bolton, & Brayne, 2002). A step-by-step procedure for using the tools is also detailed.

Integration: N/A

Content Focus: Assessment; Autism; Autism Spectrum Disorders; Early Intervention; Screening; Curriculum Planning

Notes: N/A