An Autism Spectrum Disorder diagnosis is based on a combination of factors and specifies the level of support that a person may need.
Similar to screening for Autism Spectrum Disorder, diagnostic specialists may use any number of standardized tests. This is in combination with their clinical judgement.
Some familiar diagnostic tools in Canada include the:
- Childhood Autism Rating Scale (CARS)
- Autism Diagnostic Interview – Revised (ADI-R)
- Autism Diagnostic Observation Schedule (ADOS)
- Developmental, Dimensional and Diagnostic Interview (3di)
A cognitive assessment can help determine the person’s:
- strengths
- areas of difficulty
- level of intellectual functioning
The person will most likely be asked to participate in or complete a series of tasks which will allow the diagnostician to observe their behaviour. Other types of assessments may be conducted to better understand their unique physical, emotional, learning and behavioural needs.
Based on DSM-5 criteria, individuals on the autism spectrum are evaluated on 2 main aspects of development:
- Social communication and social interaction deficits
- Restrictive or repetitive behaviours, interests or activities
The diagnosis is accompanied by documentation that details:
- a definitive diagnosis of autism spectrum disorder
- any co-occurring conditions that may have been observed or screened for
- information to help identify the level of support needed
Psycho-Educational Assessment
Psychoeducational assessments are typically conducted by a registered school psychologist. This demonstrates how a child learns, can provide a diagnosis of a learning disability, attention deficit hyperactivity disorder (ADHD), developmental disability, and identify any other social/emotional/behavioural or psychological problems.
A psycho-educational assessment typically occurs across several hours of one-to-one testing, depending on the nature of the challenges being investigated. This can include examination of cognition (e.g., verbal and nonverbal problem-solving ability, attention and memory capacity, processing speed), academic ability (e.g., aptitude for reading, writing and mathematic skills), and social-emotional functioning to determine a learning profile and the nature of any issues that may be impacting on school or occupational performance.
Once the testing portion is completed, the results are interpreted and a report with findings and recommendations is provided. It may be determined that a learning disorder, an attention disorder, a social-emotional problem or information processing issue is impacting on the individual’s school or job performance, thereby preventing that individual from reaching their true potential. Obtaining an accurate learning profile is the first step towards the development of appropriate clinical recommendations to help remediate or ameliorate the learning or performance issues.
Typically, a psycho-educational assessment will require approximately 12 hours to complete including testing, interpretation and report writing.
Psycho-educational testing can be conducted for children 7 years and older through to adulthood, and at all education levels including post-secondary education.
Psycho-educational assessments can only be conducted by a Psychologist trained in this area. Not all Psychologists can conduct Psychometric Assessments, although all clinical and counselling Psychologists can perform Clinical Interviews.
Contact your school for a psycho-educational evaluation or you may contact any nearby private psychological services for an assessment.
Does My Child Need a Psychoeducational Assessment?
Every child is different in terms of their needs and abilities. Below are some of the signs that your child may need a psychoeducational assessment:
- If your child grades do not reflect their efforts
- If your child is intelligent but, because of procrastination and poor planning skills, cannot complete their homework or assignments on a timely basis
- If your child’s teacher notes in his/her report card that they need to pay more attention or stay more focused in class
- If your child presents with any behavioural or emotional problems related to school or home
- If your child consistently refuses to go to school
- If your child’s marks are good in all areas except one or two, such as Math or English
- If you think your child would benefit from school accommodations
