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ASSESSMENTS:
This page can benefit parents, guardians, siblings, or professionals who work with an
individual who has autism. It's essential that caregivers as well as guardians/parents
understand the assessment that is given to their child as well as their child's test results. Assessing an individual at a young age for ASD is important. Some reasons for assessment might be to identify problems/specific areas of need, learn more about the academic ability of the individual, and compare the individual's scores to others' scores. In general, it is vital to assess an individual; the test results help when creating future academic/behavior plans. Although there are many different types of tests, some tests are used to assess/ gain different information about the individual. Some assessments are criterion-referenced, norm referenced, and observational assessments. Overall, this area is important for anyone working with individuals who have ASD; assessments help with the planning of educational and behavioral interventions for these individuals.
Assessing a young child is very important for the following reasons:
• To learn more about the competencies and deficiencies of the individual
being assessed
• To identify specific problem areas and/or needs
• To evaluate the individual's performance in relation to others
• To evaluate the individual's performance in relation to a set of standards or
goals
• To provide teachers with feedback on effectiveness of instruction
• To evaluate the impact of psychological or neurological abnormalities on
learning and behavior
• To predict an individual's aptitudes or future capabilities
*(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
*Below are also three types of assessments that can be used to assessment individuals with ASD:
(Banner, 2012, powerpoint, Educational Procedures, Oakland University)
1).Criterion Referenced Assessments: An assessment that measures the achievement of specific information or skills against a standard (Banner).
Example: Woodcock-Johnson III: Observations are made during testing and analysis or response (Lauer, 2012, powerpoint, Assessment in Special Education, Oakland University).
2). Norm Referenced Assessments: A test that measures the performance of a student against the performance of a group of other individuals (Banner).
A). Example: Woodcock-Johnson III: Sum of items scores age or grade level in the norm sample at which the average is the same as the subject's score (Lauer, 2012, Assessment in Special Education, Oakland University).
B). Example: CARS: The CARS compares the individual's behavior to a typical child's behavior, to an individual's behavior who has mild autism, and to a individual's behavior who has severe autism. In addition, "... CARS appears to be the best instrument available for initial classification of children suspected of having autism. It is useful in organizing one's observations..." (Schopler, E.,Reichler, R. J., Renner, B. R., 2012).
*(Schopler, E.,Reichler, R. J., Renner, B. R., 2012, Childhood Autism Rating Scale, Publisher: The Board of Regents of the University of Nebraska and the Buros Center for Testing)
C). Example: GARS: This assessment is designed to help a professional identify a child
with autism from other children with other severe behavioral problems (Gillian, J. E, 2006).
*(Gilliam, J. E., 2006,Gilliam Autism Rating Scale-Second Edition, Publisher: PRO-ED, 8700 Shoal Creek Blvd., Austin, TX78757-6897)
3). Observational Assessments: These tests are observations made by trained
professionals in similar settings. They include the professional making specific
observations about the individual's behavior (Banner).
Example: Durand Motivational Scale: It is a questionnaire that helps the professional identify how an individual with ASD will behave in certain situations. This questionnaire could be completed on the basis of observing the individual in various situations (Resource: Website listed below).
Example of This Scale:
http://www.lcisd.k12.mi.us/specialed/Behavior%20Resources/MOTIVATION%2520ASSESSMENT%2520SCALE.pdf