Document Type
Article
Publication Date
2014
Abstract
Legal mandates established under IDEA specify a student must be assessed in all areas of suspected disability. Never is this task more overwhelming than its application to the assessment of a student suspected of a diagnosis of autism. The assessment of an individual suspected of an autism spectrum disorder (ASD) diagnosis is a complex task and is dependent on the integration of information gleaned from assessments conducted by an array of professionals, each with their own distinct area of expertise. The purpose of this article is to introduce the Comprehensive Multidisciplinary Assessment Protocols-Autism Spectrum Disorder, referred to as the CMAPs, as a mechanism for organizing multidisciplinary team assessments. The CMAPs were developed in response to the challenges experienced by school-based assessment teams in developing appropriate and legally defensible assessment plans. The CMAPs provide teams a systematic, organizational, and comprehensive platform to organize the assessment of students across the spectrum of the disorder with the goal of making the task less overwhelming. Each assessment protocol considers the assessment needs of individuals with ASD using their communication skills as a preliminary starting point.
Recommended Citation
Dodd, J. L., et al. (2014). "Comprehensive Multi-Disciplinary Assessment Protocol for Autism Spectrum Disorder." Journal of Intellectual Disability-Diagnosis and Treatment 2(1), 68-82. doi: 10.6000/2292-2598.2014.02.01.9
Peer Reviewed
1
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
Comments
This article was originally published in Journal of Intellectual Disability-Diagnosis and Treatment, volume 2, issue 1, in 2014. DOI: 10.6000/2292-2598.2014.02.01.9