Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators in the process. Family-centered care, cultural competence, and a strengths perspective provide the theoretical foundation for the assessment model. Steps in the assessment process include assignment ... Clinical Forum
Clinical Forum  |   July 01, 2003
Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder
 
Author Affiliations & Notes
  • Patricia A. Prelock
    University of Vermont, Burlington
  • Jean Beatson
    University of Vermont, Burlington
  • Brooke Bitner
    University of Vermont, Burlington
  • Carri Broder
    The Cooke Center for Learning and Development, New York, NY
  • Amy Ducker
    Baird Center for Children and Families, Burlington, VT
  • Contact author: Patricia Prelock, Professor, Chair-Department of Communication Sciences, University of Vermont, 407 Pomeroy Hall, 489 Main Street, Burlington, VT 05405.
    Contact author: Patricia Prelock, Professor, Chair-Department of Communication Sciences, University of Vermont, 407 Pomeroy Hall, 489 Main Street, Burlington, VT 05405.×
  • Corresponding author: e-mail: patricia.prelock@uvm.edu
Article Information
Special Populations / Autism Spectrum / Clinical Forum: Autism Spectrum Disorder
Clinical Forum   |   July 01, 2003
Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 194-202. doi:10.1044/0161-1461(2003/016)
History: Received July 26, 2002 , Accepted March 24, 2003
 
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 194-202. doi:10.1044/0161-1461(2003/016)
History: Received July 26, 2002; Accepted March 24, 2003
Web of Science® Times Cited: 12

This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators in the process. Family-centered care, cultural competence, and a strengths perspective provide the theoretical foundation for the assessment model. Steps in the assessment process include assignment of an assessment coordinator, intake, preassessment planning, community-based assessment, postassessment planning, report writing, community follow-up, and resource notebook development. Preliminary research examining the effectiveness of the assessment model reveals the positive impact of family-centered, culturally competent, and strengths-based service provision (Beatson & Prelock, 2002). The model has implications for school-based practitioners in increasing the role of families in the assessment of children with ASD.

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