Autism Spectrum Disorder (ASD) Assessments

• Assessment tools are essential for identifying developmental delays early on.
• Standardized assessments and tools are important for maintaining consistent evaluations across different populations.
• Multi-domain assessment strategies and evidence-based assessments are key to a comprehensive evaluation process.

Autism Spectrum Disorder (ASD) Assessments

• Common assessment tools for ASD include ADOS-2, M-CHAT-R/F, CARS, and VBMAPP.

Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)

• ADOS-2 is a semi-structured and standardized assessment tool used for diagnosing ASD.
• It involves play-based activities and consists of four modules.
• ADOS-2 is considered the gold standard for ASD diagnosis.
• A limitation is that it might not be sensitive to subtle or atypical presentations of ASD.

The Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R)

• M-CHAT-R is a checklist-based screening tool for autism, used for toddlers between 16 and 30 months.
• Parents report on their child's behavior through 20 questions that provide a risk score.
• Being fast, accessible, and free are strengths of M-CHAT-R.
• M-CHAT-R is just a screening tool.

Childhood Autism Rating Scale (CARS)

• CARS is a standardized rating scale used to evaluate and diagnose ASD in children 2 years and up.
• It involves both clinician and caregiver input through 15 items.
• CARS offers wide applicability and is easy to administer.
• A limitation is the risk of over-diagnosis and not being designed for early diagnosis.

Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP)

• VB-MAPP is a criterion-referenced assessment tool and curriculum guide.
• It can be used with multiple disabilities.
• It includes milestones, barriers, and transition assessment.
• This assessment includes a curriculum guide that can guide IEP development.
• VB-MAPP can be lengthy and has requirements for who can administer it.

Coordination Assessments

• MABC-2 and DCDQ-R are commonly used coordination assessments.

Movement Assessment Battery for Children (MABC-2)

• MABC-2 is a standardized assessment tool used to identify deficits in motor development.
• It assesses motor skill level and helps in planning interventions.
• The structure of MABC-2 includes a checklist and a motor performance test.
• It is efficient and easy to administer.
• A limitation is the lack of reliability and validity data.

The Developmental Coordination Disorder Questionnaire (DCDQ)

• DCDQ is a standardized parent questionnaire used for screening for coordination disorders.
• It consists of 15 items across 3 factors.
• The DCDQ has a re-administration window and demonstrates sensitivity and specificity.
• There is a risk of overdiagnosis and non-specific items.

Language Disorders

• Common language disorder assessments are SLDT, PPVT, TOLD-P, and CASL.

Social Language Development Test (SLDT)

• SLDT is a standardized test.
• It has two versions which are SLDT-E and SLDT-A
• SLDT assesses social language and peer interactions.
• It distinguishes the difference between typically developing individuals and those with ASD.
• Composed of five subtests.
• It is comprehensive and differentiates, with guidelines for remediation and interventions.
• Limitations include it not being culturally diverse.
• Results may also vary for students from low SES.

The Peabody Picture Vocabulary Test (PPVT)

• PPVT is a standardized assessment that measures the ability to understand spoken words
• The test helps to monitor and identify delays, and to inform intervention.
• PPVT is a selection-based test that varies in age range from 2.5 to over 90 years.
• PPVT is free and does not require the examinee to speak, read, or write.
• However, it only assesses vocabulary and may lead to over-generalization of results.

Test of Language Development (TOLD)

• TOLD is a standardized test.
• The two versions are TOLD-P:5 and TOLD-I:5
• TOLD is for evaluation of oral language proficiency.
• TOLD can be used for ages 8-17 years.
• The test can document progress.
• Using 6 core subtests.
• TOLD is that it is well-constructed and reliable.
• The test can also identify strengths and weaknesses.
• A focus on discrete skills and the potential for misinterpretation can be limitations.

Comprehensive Assessment of Spoken Language (CASL)

• CASL is a standardized assessment.
• It measures processing skills for ages 3-21.
• It comprises 14 individual tests.
• This test provides benefits such as its ease of use, flexibility, and broad coverage.
• However, it can be time-consuming and may under-identify issues.

Intellectual and Cognitive Disabilities

• WISC-IV, WJ-IV COG, and KBIT-2 are intellectual and cognitive disabilities.

The Wechsler Intelligence Scale for Children

• This test is to measure a childs IQ
• Used to identify cognitive strengths and weaknesses.
• It helps the user make informed educational and intervention plans.
• For those aged 6-16 years old.
• The structure is 5 factors.
• Comprehensive and interpretive information is useful for diagnosis.
• Possible underestimation and attention problems are limitations

Woodcock Johnson IV Tests of Cognitive Achievement (WJ-IV COG)

• The WJ-IV COG assessment tests general intellectual ability (IQ).
• Helps assess broad and narrow cognitive abilities.
• Used to identify cognitive strengths and weaknesses.
• Useful for 2 years to 90+ years.
• Has 18 tests composed with standard and extended batteries.
• The WJ-IV COG has alignment to the CHC theory of intelligence.
• Detailed profiles of strengths and weaknesses that can help identify learning disabilities.
• Time and cost to administer and the potential for cultural bias are limitations.

Kaufman Brief Intelligence Test (KBIT)

• KBIT is for testing the the individuals IQ
• KBIT it often used as a pre-qualifier or screener for gifted programs
• Use for children 4 years to adults 90+ years
• This test uses 3 subtests
• Brief with verbal and non-verbal intelligence strengths.
• Narrow focus and limited profiling are limitations.

Learning Disabilities

• WIAT, KTEA-3 and WJ-4 tests are all for learning disabilities

The Wechsler Individual Achievement Test (WIAT)

• This test is standardized and can diagnose the learning disabilities.
• WIAT also helps identify academic strengths and weaknesses.
• Available for 4 years and up.
• This test involves 16 subtests across 8 areas of achievement.
• WIAT is comprehensive and flexible.
• Test is timed as an adminstration limitation.
• Only available in English.
• Limitation is that the test is highly verbal.

Kaufman Test of Educational Achievement (KTEA)

• KTEA is standardized
• Meant to evaluate academic skillls
• Designed for those 4 years-25 years
• 19 subtests with with parallel alternate forms.
• Strengths are to identify any strengths helpful for interventions.
• The limitations for this test are that it may induce teaching to the test cultural bias.

Woodcock-Johnson IV (WJ IV) Tests of Achievement

• This comprehensive and standardized test.
• Designed for diagnostic, program development and program progress.
• Uses 20 individually administered tests and 4 curricular areas.
• Pinpoints key areas of academic functioning related to SLD as a pro and has parallel forms
• It has comparisons between skills, fluency, and application
• Length and cost and limited normings are limitations