Evidence-based assessment of autism spectrum disorders in children and adolescents

Research output: Contribution to journalArticle

194 Citations (Scopus)

Abstract

This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson, & Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course, and outcome of ASD to evaluate the utility of particular assessment strategies and instruments for diagnosis, treatment planning and monitoring, and evaluation of outcome. The article begins with a review of relevant research on ASD. Next we provide an overview of the assessment process and some important issues that must be considered. We then describe the components of a core (minimum) assessment battery, followed by additional domains that might be considered in a more comprehensive assessment. Domains covered include core autism symptomatology, intelligence, language, adaptive behavior, neuropsychological functions, comorbid psychiatric illnesses, and contextual factors (e.g., parent well-being, family functioning, quality of life). We end with a discussion of how well the extant literature meets criteria for evidence-based assessments.

Original languageEnglish (US)
Pages (from-to)523-540
Number of pages18
JournalJournal of Clinical Child and Adolescent Psychology
Volume34
Issue number3
DOIs
StatePublished - 2005

Fingerprint

Process Assessment (Health Care)
Psychological Adaptation
Autistic Disorder
Intelligence
Psychometrics
Psychiatry
Language
Quality of Life
Research
Autism Spectrum Disorder
Therapeutics

ASJC Scopus subject areas

  • Psychology(all)
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

Evidence-based assessment of autism spectrum disorders in children and adolescents. / Ozonoff, Sally J; Goodlin-Jones, Beth L.; Friedman, Marjorie Solomon.

In: Journal of Clinical Child and Adolescent Psychology, Vol. 34, No. 3, 2005, p. 523-540.

Research output: Contribution to journalArticle

@article{a25a1bd20d45496db53fb939769bbaf3,
title = "Evidence-based assessment of autism spectrum disorders in children and adolescents",
abstract = "This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson, & Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course, and outcome of ASD to evaluate the utility of particular assessment strategies and instruments for diagnosis, treatment planning and monitoring, and evaluation of outcome. The article begins with a review of relevant research on ASD. Next we provide an overview of the assessment process and some important issues that must be considered. We then describe the components of a core (minimum) assessment battery, followed by additional domains that might be considered in a more comprehensive assessment. Domains covered include core autism symptomatology, intelligence, language, adaptive behavior, neuropsychological functions, comorbid psychiatric illnesses, and contextual factors (e.g., parent well-being, family functioning, quality of life). We end with a discussion of how well the extant literature meets criteria for evidence-based assessments.",
author = "Ozonoff, {Sally J} and Goodlin-Jones, {Beth L.} and Friedman, {Marjorie Solomon}",
year = "2005",
doi = "10.1207/s15374424jccp3403_8",
language = "English (US)",
volume = "34",
pages = "523--540",
journal = "Journal of Clinical Child and Adolescent Psychology",
issn = "1537-4416",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Evidence-based assessment of autism spectrum disorders in children and adolescents

AU - Ozonoff, Sally J

AU - Goodlin-Jones, Beth L.

AU - Friedman, Marjorie Solomon

PY - 2005

Y1 - 2005

N2 - This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson, & Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course, and outcome of ASD to evaluate the utility of particular assessment strategies and instruments for diagnosis, treatment planning and monitoring, and evaluation of outcome. The article begins with a review of relevant research on ASD. Next we provide an overview of the assessment process and some important issues that must be considered. We then describe the components of a core (minimum) assessment battery, followed by additional domains that might be considered in a more comprehensive assessment. Domains covered include core autism symptomatology, intelligence, language, adaptive behavior, neuropsychological functions, comorbid psychiatric illnesses, and contextual factors (e.g., parent well-being, family functioning, quality of life). We end with a discussion of how well the extant literature meets criteria for evidence-based assessments.

AB - This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson, & Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course, and outcome of ASD to evaluate the utility of particular assessment strategies and instruments for diagnosis, treatment planning and monitoring, and evaluation of outcome. The article begins with a review of relevant research on ASD. Next we provide an overview of the assessment process and some important issues that must be considered. We then describe the components of a core (minimum) assessment battery, followed by additional domains that might be considered in a more comprehensive assessment. Domains covered include core autism symptomatology, intelligence, language, adaptive behavior, neuropsychological functions, comorbid psychiatric illnesses, and contextual factors (e.g., parent well-being, family functioning, quality of life). We end with a discussion of how well the extant literature meets criteria for evidence-based assessments.

UR - http://www.scopus.com/inward/record.url?scp=25144457951&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=25144457951&partnerID=8YFLogxK

U2 - 10.1207/s15374424jccp3403_8

DO - 10.1207/s15374424jccp3403_8

M3 - Article

C2 - 16083393

AN - SCOPUS:25144457951

VL - 34

SP - 523

EP - 540

JO - Journal of Clinical Child and Adolescent Psychology

JF - Journal of Clinical Child and Adolescent Psychology

SN - 1537-4416

IS - 3

ER -