Chapter 3 Flashcards
SLPs are a valuable resource on teams diagnosing ASD
Extensive knowledge of ____ ____ skills
Building ____ profile
Identifying areas of ____
SLPs are a valuable resource on teams diagnosing ASD
Extensive knowledge of social communication skills
Building communicative profile
Identifying areas of concern
Early intervention for autism is ideal
More about early intervention in Week ____
Developmental surveillance recommended for well-child visits through ____ -months
Recommended that children be screened for autism at ____ and ____ months
Early intervention for autism is ideal
More about early intervention in Week 5
Developmental surveillance recommended for well-child visits through 30-months
Recommended that children be screened for autism at 18 and 24 months
Further developmental evaluation is required when a child ____ to meet any of the following milestones
____ by 12 months
____ by 12 months
____ words by 16 months
____ -____ spontaneous (not just echolalic) phrases by 24 months
Loss of any ____ or ____ skills at any ____
Further developmental evaluation is required when a child fails to meet any of the following milestones
Babbling by 12 months
Gesturing by 12 months
Single words by 16 months
Two-word spontaneous (not just echolalic) phrases by 24 months
Loss of any language or social skills at any age
Further developmental evaluation is required when a child fails to meet any of the following milestones
Babbling by ____ months
Gesturing by ____ months
Single words by ____ months
Two-word spontaneous (not just echolalic) phrases by ____ months
Loss of any language or social skills at any age
Further developmental evaluation is required when a child fails to meet any of the following milestones
Babbling by 12 months
Gesturing by 12 months
Single words by 16 months
Two-word spontaneous (not just echolalic) phrases by 24 months
Loss of any language or social skills at any age
Communication and Symbolic Behavior Scales Developmental Profile Infant-Toddler Checklist (Wetherby & Prizant, 2002)
Screening tool for communication delays in children 6-24 mos.
Modified Checklist for Autism in Toddlers (Robbins et al., 1999) and Screening Tool for Autism in Two-Year-Olds (Stone & Ousley, 2004)
Specific screeners for autism in young children
Social Communication Questionnaire (Rutter et al., 2003) and Autism Spectrum Screening Questionnaire (Ehlers et al., 1999)
Screeners for older children or children who are on mild end of spectrum
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Early parental concerns
Child’s decreased ____ or ____ communication
Difficulty in ____ interaction
Problem ____ (often related to communication difficulties)
Case study: “Mom has anxiety about her child when he’s at school, since he cannot communicate”
Early parental concerns
Child’s decreased nonverbal or verbal communication
Difficulty in peer interaction
Problem behaviors (often related to communication difficulties)
Case study: “Mom has anxiety about her child when he’s at school, since he cannot communicate”
Multidisciplinary nature of diagnosis SLPs can diagnose autism if they have significant \_\_\_\_ working with ASD population However, is more generally a team diagnosis \_\_\_\_ \_\_\_\_ Clinical or school \_\_\_\_ \_\_\_\_ \_\_\_\_ \_\_\_\_ \_\_\_\_
Multidisciplinary nature of diagnosis SLPs can diagnose autism if they have significant experience working with ASD population However, is more generally a team diagnosis SLP Physician Clinical or school psychologist Educator OT PT RN
No medical ____ , ____ , etc. that can diagnose ASD
Diagnosed through direct ____ and ____ collected from people who know the child
No medical test, bloodwork, etc. that can diagnose ASD
Diagnosed through direct observation and information collected from people who know the child
SLP can administer these ____ standard measures if they receive proper training to do so
Autism Diagnostic Observation Schedule-2nd Ed. (Lord et al., 2012)
Autism Diagnostic Interview-R (Rutter et al., 2003)
SLP can administer these common measures, although they are more likely to be done by a ____ or ____
Childhood Autism Rating Scale- 2nd Ed. (Schopler et al., 2010)
Gilliam Autism Rating Scale- 2nd Ed. (Gilliam, 2006)
Note: It is not imperative for SLP to know how to ____ these tests, but they must ____ results and how they relate to ____ needs
SLP can administer these gold standard measures if they receive proper training to do so
Autism Diagnostic Observation Schedule-2nd Ed. (Lord et al., 2012)
Autism Diagnostic Interview-R (Rutter et al., 2003)
SLP can administer these common measures, although they are more likely to be done by a physician or psychologist
Childhood Autism Rating Scale- 2nd Ed. (Schopler et al., 2010)
Gilliam Autism Rating Scale- 2nd Ed. (Gilliam, 2006)
Note: It is not imperative for SLP to know how to administer these tests, but they must understand results and how they relate to intervention needs
Assessment of ASD must stay away from averaging across abilities/deficits to come to one “____ ”
____
____ skills
Examples?
Variety of multiple assessments should be administered
Dependent upon ____ and ____ of assessment
Assessment of ASD must stay away from averaging across abilities/deficits to come to one “score”
Misrepresentation
Splinter skills
Examples?
Variety of multiple assessments should be administered
Dependent upon child and goals of assessment
Types of measures used in assessment with children with ASD
____ -____ measures- ____ to compare an individual’s ____ to that of a ____ , normative group
Preferred by ____ companies and ____ districts because of standardized results
However, often hard to administer due to deficits in ASD
____ assessment tools may not ____ detect ____ language and ____ deficits in ASD, thus skewing evaluation
Types of measures used in assessment with children with ASD
Norm-referenced measures- standardized to compare an individual’s performance to that of a larger, normative group
Preferred by insurance companies and school districts because of standardized results
However, often hard to administer due to deficits in ASD
Formal assessment tools may not accurately detect social language and communication deficits in ASD, thus skewing evaluation
Types of measures continued
____ -referenced measures- provide a comparison of individual ____ to a set expected ____ of performance; level of ____ , not ____ to other ____ ’s performance levels
Can be ____ or ____
High level of ____ and are also accepted for ____ or ____ purposes
Similar to norm-referenced measures, does not allow for individualization of administration
Not as desirable as Norm-Referenced measures
Types of measures continued
Criterion-referenced measures- provide a comparison of individual performance to a set expected level of performance; level of skill, not compared to other children’s performance levels
Can be standardized or nonstandardized
High level of objectivity and are also accepted for school or insurance purposes
Similar to norm-referenced measures, does not allow for individualization of administration
Not as desirable as Norm-Referenced measures
Types of measures continued
____ assessments, including ____ and ____ checklists- provide information about what an individual does or does not do in ____ -____ situations
____ -structured
____ sampling, ____ sampling, ____ , teacher, and caregiver ____ , ____ analysis
Allows for greatest amount of ____ and individualization
Provides information that might otherwise be difficult to attain
Requires more specialized skill from clinician, ____ planning time
____ preferred by schools and insurance companies
Provides information that might otherwise be difficult to obtain – esp. those communication aspects.
Types of measures continued
Authentic assessments, including observational and caregiver checklists- provide information about what an individual does or does not do in real-life situations
Semi-structured
Language sampling, speech sampling, developmental, teacher, and caregiver checklists, play analysis
Allows for greatest amount of flexibility and individualization
Provides information that might otherwise be difficult to attain
Requires more specialized skill from clinician, increased planning time
Not preferred by schools and insurance companies
Provides information that might otherwise be difficult to obtain – esp. those communication aspects.
Preparing for an assessment that may result in ASD diagnosis
- Talk with ____ , ____ , or other ____
- Review any previous ____ from medical or educational professionals for insight into the child’s individual ____ and/or ____ profile
- ____ parents, teachers, or other communicative partners to ____ and ____ in the assessment session
- Consider the ____ of ____ sessions
- Set up the testing ____ to ____ the child’s ____
Preparing for an assessment that may result in ASD diagnosis
- Talk with parents, teachers, or other caregivers
- Review any previous evaluations from medical or educational professionals for insight into the child’s individual medical and/or learning profile
- Schedule parents, teachers, or other communicative partners to observe and participate in the assessment session
- Consider the length of testing sessions
- Set up the testing environment to maximize the child’s performance
Preparing for an assessment that may result in ASD diagnosis continued
- Prepare ____ supports for use ____ to and ____ the evaluation to explain ____ and ____ to the child
- Give the child an ____ to meet you ____ to the evaluation
- Carefully plan the ____ of ____ activities to alternate ____ and more ____ , as well as ____ versus ____ -____ tasks
- Prepare ____ ____
- Plan to ____ performance in ____ ways
Preparing for an assessment that may result in ASD diagnosis continued
- Prepare visual supports for use prior to and during the evaluation to explain changes and expectations to the child
- Give the child an opportunity to meet you prior to the evaluation
- Carefully plan the order of assessment activities to alternate easier and more challenging, as well as preferred versus non-preferred tasks
- Prepare communicative temptations
- Plan to observe performance in multiple ways
