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The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the integration of language, social cognition, and higher order executive functions (Coggins, Olswang, Carmichael Olsson, & Timler, 2003) This article will propose an assessment model of social communicative functioning that was developed based on the SCC framework of Coggins and colleagues as a component of the Comprehensive Multidisciplinary Assessment Protocols for Autism Spectrum Disorders.


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in SIG 16 Perspectives on School-Based Issues, volume 11, issue 3, in 2010 following peer review. The definitive publisher-authenticated version is available online at DOI: 10.1044/sbi11.3.88.


American Speech-Language-Hearing Association (ASHA)



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