INFORMATION ABOUT DIAGNOSTIC EVALUATIONS

 

 

What is our goal in offering diagnostic evaluations?:

 

Our goal is to use state-of-the-art techniques which are employed by trained professionals with expertise in autism spectrum disorders (ASDs) to provide a thorough diagnostic assessment to individuals with known or suspected disorders such as autism, Asperger’s, and Pervasive Developmental Disorder-Not Otherwise Specified (PDDNOS).

 

 

What is the purpose of a diagnostic evaluation?

 

  1. To obtain or rule out a diagnosis of a developmental disorder.
  2. To have a thorough assessment of where an individual falls along the autism spectrum, including strengths and weaknesses in the areas of social and communication skills as well as unusual interests or behaviors.
  3. To gain an understanding of the individual’s intellectual potential.
  4. To help develop a treatment/educational plan geared toward the individual’s needs.
  5. To educate the family about the individual’s needs.
  6. To help identify appropriate support services for the family.

 

 

What does the diagnostic evaluation entail?

 

  1. A comprehensive interview with parents or caregivers using the Autism Diagnostic Interview-Revised (ADI-R).  The ADI-R is a formal, diagnostic instrument conducted by a trained professional which is designed to elicit a full range of information needed to produce or rule out a diagnosis of an ASD.  The ADI-R usually takes 1 ˝ to 2 hours to administer. The ADI-R, along with the ADOS, (described below) are considered the “gold standard” of diagnostic instruments in the field of ASDs.
  2. A standardized observational assessment of the individual’s communication, socialization and play/creativity along with other behaviors characteristic of ASDs.  This assessment is called the Autism Diagnostic Observation Schedule (ADOS) and usually lasts between 30 and 45 minutes.
  3. A developmental evaluation of the individual using standardized tests of cognition, language and nonverbal abilities.
  4.  Academic skills assessment (when appropriate).
  5. When possible, a school visit, to observe the individual in the school environment and to meet with the school professionals involved with him or her.
  6. Discussion of findings and recommendations with parents and school staff.