The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations

Abstract

This review aimed to assess the quality and content of recommendations for delivering an autism diagnosis, published internationally within clinical practice guidelines. Seventeen relevant guidelines were identified. When methodological information was provided, recommendations for feedback were predominantly formed through consensus. Recommendations consistently included who should attend feedback, the timing and mode of delivery, the clinician's manner, and what should be discussed and/or included in an accompanying report. Specific recommendations were not consistent however, and a number of gaps were identified, such as the inclusion of educators and educational specific recommendations. Although individual variation is necessary for autism diagnosis disclosure, agreement on minimum standards of practice is warranted. Further investigation is required to establish best practice.

AGREEing on Clinical Practice Guidelines for Autism Spectrum Disorders in Children: A Systematic Review and Quality Assessment

“…Despite the publication of several reviews of ASD CPGs [ 25 , 39 , 40 ], there are no evidence-based CPGs for ASD in Saudi Arabia; therefore, doctors are forced to make the best decisions for ASD patients based only on their clinical knowledge and experience. This review adds to the knowledge base using the AGREE II instrument to systematically assess the quality of recently published CPGs of ASD in children as part of a national CPG adaptation initiative in Saudi Arabia.…”

“…Two similar SRs of ASD CPGs were published during the undertaking of our research for the CPG project [ 39 , 40 ].…”

“…Because most of the recommendations were expert-based, with limited empirical research in this area, the authors observed variations in the recommendations for providing results and diagnoses to families and caregivers for children with ASD. They have included the four CPGs identified in our study and given them similar ratings in the six AGREE II domains, an additional strength of these four high-quality CPGs (ACRC, NICE, NZ, SIGN) [ 40 ].…”

Beyond the Bell curve

“…One of the most valuable elements of school-based psychological assessment is the reporting, or communicating, of the evaluation results, sometimes referred to as the feedback phase of assessment (Assessment Feedback [AFB]; Glazer, 2014). AFB serves as an interface between the assessment process and a period of understanding, support, and intervention for students and families (Pattison et al, 2022). AFB has the potential to assist students and families in understanding psychological assessment results and maximize the utility and impact of psychological assessment in everyday life (Wong et al, 2023).…”

“…Despite the international consistency in the obligation to provide AFB, many families worldwide report dissatisfaction with AFB, describing it as a distressing and overwhelming experience (Hennel, 2016; Pattison et al, 2022). Stoner et al (2005) surveyed parents regarding their perceptions of AFB.…”