| The accurate identification of Autism Spectrum Disorders in school settings is often made more difficult by the large availability of assessment tools, some of which may not be the most appropriate and accurate. The uses of standardized measures including interview, observation, verbal report, and direct interaction have become hallmarks in the assessment of Autism Spectrum Disorders. In the present study, the psychometric and technical characteristics of published measures of Autism Spectrum Disorders were examined. These characteristics were then evaluated on a quality metric as a means to assist school based practitioners in evaluating what are considered to be the most accurate assessment tools for both identification and treatment planning in school based settings. Comparative rankings within three categories: screening instruments, rating scales, and observations were established and discussed. Results will assist school psychologists in effectively selecting measures that will be most useful in conducting a thorough and accurate assessment of Autism Spectrum Disorders within a school setting. Keywords: Autism, Diagnosis, Assessment, School Psychology. |
