Assessment of School-Aged Children with Autism Spectrum Disorder

Abstract

An increasing number of school children are diagnosed with Autism Spectrum Disorder (ASD). These children may be referred for assessments for a variety of reasons, including to assess for intellectual impairments, eligibility for support, or to monitor progress. Characteristics of ASD, such as social communication difficulties, as well as common comorbid conditions and behaviours, may make such assessments more challenging than for assessments with children without ASD. The present article overviews characteristics of ASD, challenges with assessment, and strategies to choose, prepare for, and complete a standardised assessment to provide information to assist psychologists and other professionals to complete a valid assessment of a child with ASD. Resources and recommendations for further reading are provided.