Autism spectrum disorder identification in schools: Impact of criteria, assessments, and student data for identification decisions

Abstract

Autism spectrum disorder (ASD) is\ often diagnosed by clinical practitioners with criteria from the American Psychiatric Association, but an educational diagnosis is usually based on state special education law and is geared towards addressing concerns within schools. The current study aims to examine the extent to which the clinical diagnosis of ASD corresponds to the educational diagnosis of Autism, and what factors and assessments influenced the diagnosis. Data consisted of 32 randomly selected deidentified initial school evaluation reports (autism = 16; non-autism = 16) from one midwestern state. The reports were coded based on identification methods and student data. Results indicate that the Autism Diagnostic Observation Schedule, Second Edition assessment was the strongest predictor of Autism eligibility within schools, but students with a cognitive ability score that was one standard deviation below the mean (i.e., standard score £84) were more frequently

DEPICTING THE NOOMETRIC PROFILE OF TODDLERS WITH AUTISM SPECTRUM DISORDER IN THE WECHSLER PRESCHOOL & PRIMARY SCALE OF INTELLIGENCE – THIRD EDITION (WPPSI-ΙΙΙ)

“…An important use of IQ measurement in this student population, concerns the classification between high, average and low functioning (Audras-Torrent et al, 2021). This classification also determines the type of educational support provided to the student (Duesenberg & Burns, 2022). Functionality is an important predictor of the cognitive development of children with ASD and is essential for monitoring their progress and development (Steele, & Ahrentzen, 2015).…”