Strength-Based Assessment for Children with Autism Spectrum Disorders

Abstract

Despite improvements in interventions for children with autism, assessments tend to focus on their social, cognitive, and behavioral deficits, without similar systematic examination of their strengths. Strength-based assessment (SBA), which has been used in work with children with milder behavioral disorders, may also have value for individuals who have autism. Although not supplanting usual assessment procedures, SBA provides a method for identifying personal, familial, and broader contextual strengths. Research outside the area of autism has found that SBA can be a useful addition to assessment protocols because it provides specific information on assets that can be incorporated into interventions. Further, SBA has the potential to affect the attitudes and beliefs of parents and educators involved in the assessment, creating greater hope about the ability of the child to function well and contributing to a stronger bond between the assessor, the child, and their family. This article describes ways in which SBA can be added to typical assessment protocols for children with autism. Examples are provided on how to identify and utilize strengths that can be used for planning interventions and for building more effective working relationships between clinicians and children with autism and their families. Areas for future research are also discussed.

Family-focused autism spectrum disorder research: A review of the utility of family systems approaches

“…Strengths-based approaches help families utilise their own resources and recognise their own capacities for resilience (Bayat, 2007). The efficacy of such approaches is supported in the literature for both families with young and adolescent children (Allison et al, 2003; Cosden et al, 2006; Early and GlenMaye, 2000; McGuire, 2009; Sargent, 1991).…”

Youth perceptions of stress and coping when transitioning to adulthood with autism: A photovoice study

“…The importance of providing youth with a voice in planning for their future transitions has been noted as important in multiple studies on aging into adulthood with ASD (Moodie-Dyer et al, 2014). Likewise, assisting youth in building upon or developing protective factors such as coping strategies has been noted as a promising focus for intervention (Cosden et al, 2006;Smith and Anderson, 2014).…”

Issues and Theoretical Constructs Regarding Parent Education for Autism Spectrum Disorders

“…According to Cosden et al (2006), the promotion of positive personal and family characteristics is particularly important given the stress and uncertainty associated with ASD (Koegel et al 2003, 1996a; Moes 1995). This is consistent with early literature showing that parents of children with autism who coordinated with professionals to develop their child’s strengths during parent education programs were less likely to institutionalize their child in adolescence (Schopler and Mesibov 1995).…”