| AUTISM EVALUATION (PSYCHOLOGICAL EVALUATION) |
Approximately 1 in 110 children demonstrate symptoms of an Autism-
Spectrum Disorder (ASD), including milder symptoms that may not meet
full criterion for Autistic Disorder. The term “autism spectrum” is used
because children can show a wide variety of symptoms, and the severity of
these symptoms is also quite variable. Early symptoms of ASD can
include: no babbling or pointing by 12 months; no single words by 16
months or two-word phrases by 24 months; no response to her/his name
being called; poor eye contact; and reduced smiling or social
responsiveness. However, language delays or deficits can also occur in
non-ASD disorders (e.g., developmental language disorders). Later
symptoms of ASD can include: impaired ability to make friends; impaired
ability to initiate or sustain a conversation; absence of imaginative and
social play; repetitive use of language (e.g., repeating the same phrases over
and over); restricted interests or having intense interests in limited domains
(e.g., being obsessed with train schedules or other facts); preoccupation
with certain objects; and inflexible adherence to specific routines or rituals
(e.g., demanding that events occur at specific times or in a certain way).
Although not required for the diagnosis, other characteristics often
associated with ASD diagnoses include poor fine motor coordination and
unusual sensory behaviors (e.g., being highly sensitive to certain noises or
textures). Milder forms of ASD include Asperger Syndrome, which
involves many of the symptoms listed above, but do not involve a history
of significant language delay.
We conduct both psychological and neuropsychological evaluations to
assess for the presence of an autism-spectrum diagnosis such as Autism or
Asperger Syndrome. Psychological evaluations involve parent/guardian
interview, completion of questionnaires by the parent/guardian (and
teachers or others who work with the child, if applicable), and both
observations of (and interaction with) the child using the Autism Diagnostic
Observation Schedule (ADOS). Neuropsychological testing (described
elsewhere in this website) can also be conducted to assess cognitive
abilities such as facial processing (e.g., identifying emotions on faces,
memory of faces), "theory of mind" abilities (i.e., the ability to
understanding others' perceptions and beliefs), language skills, problem-
solving, and various other domains.
Parents/guardians are provided with extensive feedback about the findings
and recommendations following the evaluation. School personnel often
benefit from receiving both psychological and neuropsychological test
results to develop accommodations and special services to help children
with ASD. The information can also be used in determining whether a child
could be eligible for services through the Division of Developmental
Disabilities (DDD; www.azdes.gov/developmental_disabilities).
Spectrum Disorder (ASD), including milder symptoms that may not meet
full criterion for Autistic Disorder. The term “autism spectrum” is used
because children can show a wide variety of symptoms, and the severity of
these symptoms is also quite variable. Early symptoms of ASD can
include: no babbling or pointing by 12 months; no single words by 16
months or two-word phrases by 24 months; no response to her/his name
being called; poor eye contact; and reduced smiling or social
responsiveness. However, language delays or deficits can also occur in
non-ASD disorders (e.g., developmental language disorders). Later
symptoms of ASD can include: impaired ability to make friends; impaired
ability to initiate or sustain a conversation; absence of imaginative and
social play; repetitive use of language (e.g., repeating the same phrases over
and over); restricted interests or having intense interests in limited domains
(e.g., being obsessed with train schedules or other facts); preoccupation
with certain objects; and inflexible adherence to specific routines or rituals
(e.g., demanding that events occur at specific times or in a certain way).
Although not required for the diagnosis, other characteristics often
associated with ASD diagnoses include poor fine motor coordination and
unusual sensory behaviors (e.g., being highly sensitive to certain noises or
textures). Milder forms of ASD include Asperger Syndrome, which
involves many of the symptoms listed above, but do not involve a history
of significant language delay.
We conduct both psychological and neuropsychological evaluations to
assess for the presence of an autism-spectrum diagnosis such as Autism or
Asperger Syndrome. Psychological evaluations involve parent/guardian
interview, completion of questionnaires by the parent/guardian (and
teachers or others who work with the child, if applicable), and both
observations of (and interaction with) the child using the Autism Diagnostic
Observation Schedule (ADOS). Neuropsychological testing (described
elsewhere in this website) can also be conducted to assess cognitive
abilities such as facial processing (e.g., identifying emotions on faces,
memory of faces), "theory of mind" abilities (i.e., the ability to
understanding others' perceptions and beliefs), language skills, problem-
solving, and various other domains.
Parents/guardians are provided with extensive feedback about the findings
and recommendations following the evaluation. School personnel often
benefit from receiving both psychological and neuropsychological test
results to develop accommodations and special services to help children
with ASD. The information can also be used in determining whether a child
could be eligible for services through the Division of Developmental
Disabilities (DDD; www.azdes.gov/developmental_disabilities).
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