As the numbers of children identified as having an Autism Spectrum Disorder (ASD) have increased in recent years, obtaining a comprehensive Autism Spectrum Disorder evaluation and accurate diagnosis has become even more critical. Embarking on the assessment process can seem overwhelming for parents of a child who is experiencing significant developmental delays, including social, behavioral, and communication difficulties. It is important to understand the purpose of obtaining an accurate assessment and the benefits that can result from participating in the process.
According to the most recent data from the Centers for Disease Control and Prevention (CDC) Autism and Developmental Disabilities Monitoring (ADDM) Network (https://www.cdc.gov/ncbddd/autism/data.html), approximately 1 in every 68 children in the United States has been identified as having an Autism Spectrum Disorder. Individuals are diagnosed with an ASD across all racial, ethnic, and socioeconomic groups and the diagnosis is 4.5 times more common in boys than girls.
The importance of early identification and treatment of individuals with ASD has been well established. Due to the increase in prevalence and advances in diagnostic measures, more children are being diagnosed at earlier ages. The research shows that symptoms of ASD can sometimes be detected at 18 months or younger, and by age two a diagnosis by an experienced professional can be considered very reliable. Screening, evaluating, and diagnosing children with ASD as early as possible is important to ensure that these children have access to the services and supports they need. It is also important to consider periodic updated evaluations for educational and treatment planning. Buy accutane online
What are some of the reasons to pursue an Autism Spectrum Disorder evaluation?
- To identify possible developmental difficulties and assist in providing an accurate diagnosis.
- To provide specific information about a child’s cognitive and academic strengths, weaknesses and/or emotional health.
- To determine eligibility for a variety of programs, including early intervention programs, special education services, financial assistance, participation in support groups and associations, etc.
- To assist in making comprehensive treatment decisions, including identifying appropriate interventions and curriculum planning.
- To provide a baseline of functioning in order to measure ongoing progress and the success of interventions.
What are the early warning signs to consider an Autism Spectrum Disorder evaluation for your child?
- Your baby or toddler does not:
- Make eye contact (e.g., such as looking at you when being fed or when you talk to him/her)
- Respond to his/her name, or to the sound of a familiar voice
- Follow objects visually or follow your gesture when you point to things
- Use gestures to communicate (e.g., does not point or wave goodbye)
- Make noises to get your attention
- Imitate your movements and facial expressions
- Play with other people / children or share interest and enjoyment
- Notice or care if you hurt yourself or experience discomfort
- Does not like physical contact (e.g., does not want to be held)
- Signs and symptoms in older children
- Speaks in an abnormal tone of voice and/or inappropriate volume
- Takes what is said too literally
- Difficulty communicating needs or wants
- Trouble maintaining a back and forth conversation
- Avoids eye contact
- Prefers to be alone
- Uses facial expressions that do not match what he/she is saying
- Does not understand the meaning of others’ nonverbal cues or body language
- Follows a rigid routine
- Has difficulty adapting to changes in schedule or environment
- Exhibits an unusual attachment to toys or objects
- Has unusual or intense reactions to sounds, smells, tastes, sounds, or textures
- Common restricted and repetitive behaviors
- Hand flapping
- Rocking back and forth
- Spinning in a circle or spinning objects
- Finger flicking
- Staring at lights
- Moving fingers in front of eyes
- Lining up toys
- Repeating words or noises
- Extreme interest in a specific topic or activity
What should you know if you are considering an Autism Spectrum Disorder evaluation for your child?
- A comprehensive autism spectrum evaluation should include at least the following:
- Developmental history
- Functional observations (school, home, office, and/or community)
- Direct interaction with the child
- Parent interview
- Teacher interview (or other care provider) and interview with other pertinent staff members
- Completion of developmental questionnaires
- Comprehensive evaluation of the child’s functioning in the areas of social interaction, communication, behavior, emotional, cognitive, academic, sensory and adaptive behavior. Depending upon the child’s age, levels of functioning, and specific goals of the evaluation, the evaluation may or may not include formal / direct assessment in all of these areas.
- The evaluation results should be summarized in a typed report, which includes specific and meaningful recommendations. There should be a follow up, face-to-face, feedback session with the parents, allowing sufficient opportunity for questions.
- The evaluation should be performed by an experienced and knowledgeable professional who has attained the necessary license and/or certification to administer the evaluation.
What is the ADOS-2 and what role does it play in the diagnosis of Autism Spectrum Disorder evaluation?
The Autism Diagnostic Observation Schedule, Second Edition is a semi-structured, standardized assessment of communication, social interaction, play, and restrictive and repetitive behaviors.
- ADOS-2 is considered the “gold standard” observational assessment for diagnosing ASD.
- It can be used with individuals from 1 year old through adulthood with a wide range of developmental and language levels.
- Information obtained using this assessment measure can guide diagnosis, intervention, treatment planning, and educational placement.
- The ADOS-2 is one component of a full diagnostic evaluation for ASD.
- The ADOS-2 should be used by professionals who have education, training, and experience in the use of individually administered test batteries, clinical interviewing, and experience in the treatment of ASD and other developmental disabilities. In addition, professionals must complete specific clinical training in administration, scoring, and interpretation of the ADOS-2.
Behavior Therapy Associates has Licensed Psychologists and Board Certified Behavior Analysts who are experts in providing comprehensive ASD evaluations and who are trained in administering the ADOS-2. We also have expertise to provide comprehensive psychological and psychoeducational evaluations to assist with the initial diagnosis of various presenting problems, to guide educational and treatment planning, to foster an individual’s overall growth, and to provide an independent evaluation if needed. We are happy to answer any questions you might have regarding the evaluation and diagnosis process.
About The Authors:
Rory A. Panter, Psy.D. is a licensed psychologist in New Jersey. Dr. Panter received an undergraduate Honors Degree in Psychology from Rutgers College where she was a member of the Phi Beta Kappa Honor Society. Dr. Panter earned her doctorate in clinical psychology, with a specialization in child and family issues, at the American School of Professional Psychology at Argosy University, Washington D.C. Campus. She completed her pre-doctoral internship at Andrus Children’s Center (formerly the Center for Preventive Psychiatry) in New York. Dr. Panter has extensive experience providing therapy and evaluation / testing services to children and adolescents and their families, including individuals with a wide range of diagnoses. She has worked in a variety of settings, including schools, specialty outpatient clinics, community mental health clinics, inpatient hospitals, and specialized summer programs. Dr. Panter has a special interest in the assessment and treatment of children and adolescents with Autism Spectrum Disorders, disruptive behavior disorders, anxiety disorders, and training parents on behavior management strategies to improve child behavior. Dr. Panter conducts social skills training groups and behavioral parent training groups throughout the year and also provides individual and family therapy for individuals of all ages. She provides behavioral consultation to professionals in various school districts and conducts Functional Behavior Assessments and Behavior Intervention Plans. Dr. Panter conducts Psychoeducational and Psychological Evaluations, which are aimed at determining a child’s strengths and needs, diagnosis, and the appropriateness of a child’s current programming at school and in the home. She has also been trained to administer the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). She presents workshops for parents and professionals on a variety of topics, including the topics listed above. Dr. Panter has also been the Program Director of the Northern New Jersey Campus of HI-STEP® Summer Program since 2008. This program is an intensive five-week day program for children to improve their social skills and problem-solving ability. She can be reached at rpanter@BehaviorTherapyAssociates.com
Rebecca K. Schulman, Psy.D., BCBA-D is a licensed psychologist in New Jersey and BCBA at the doctoral level. Dr. Schulman received her undergraduate degree with honors in Psychology and Education Studies from Brandeis University where she was a member of the Phi Beta Kappa Honor Society. Dr. Schulman earned her Psy.D. in clinical psychology from the Graduate School of Applied and Professional Psychology at Rutgers University. She completed her pre-doctoral internship at Westchester Jewish Community Services, where she completed rotations in the Developmental Disabilities Program, Treatment Center for Trauma and Abuse, Juvenile Starting Over Program, and Learning Center. Dr. Schulman has extensive experience providing individual, family, and group therapy to children, adolescents and adults. She specializes in cognitive behavioral therapy and applied behavior analysis for children through adults presenting with developmental disabilities, disruptive behaviors, sleep problems, social skills deficits, anxiety disorders, past and present childhood sexual abuse, complex trauma histories, issues related to domestic violence, and sexual problem behaviors. She also has expertise in using evidence-based treatments to work collaboratively with parents to teach them behavior management strategies and with schools to address challenging behaviors. Dr. Schulman is also skilled in conducting diagnostic evaluations, specifically of autism spectrum disorder, psychological, psychoeducational, and neuropsychological evaluations, and functional behavior assessments (FBAs). She has also been trained to administer the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Dr. Schulman serves as the Program Director for the Central New Jersey Campus of HI-STEP® Summer Program. This program is an intensive five-week day program for children to improve their social skills and problem-solving ability. Dr. Schulman can be reached at rschulman@BehaviorTherapyAssociates.com
