Language, Speech, and Hearing Services in Schools Vol.34 194-202 July 2003. doi:10.1044/0161-1461(2003/016)
© American Speech-Language-Hearing Association
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Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder

Patricia A. Prelock 1
Jean Beatson 1
Brooke Bitner 1
Carri Broder 2

Amy Ducker 3
1 University of Vermont, Burlington
2 The Cooke Center for Learning and Development, New York, NY
3 Baird Center for Children and Families, Burlington, VT

patricia.prelock{at}uvm.edu

This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators in the process. Family-centered care, cultural competence, and a strengths perspective provide the theoretical foundation for the assessment model. Steps in the assessment process include assignment of an assessment coordinator, intake, preassessment planning, community-based assessment, postassessment planning, report writing, community follow-up, and resource notebook development. Preliminary research examining the effectiveness of the assessment model reveals the positive impact of family-centered, culturally competent, and strengths-based service provision (Beatson & Prelock, 2002). The model has implications for school-based practitioners in increasing the role of families in the assessment of children with ASD.

KEY WORDS: interdisciplinary assessment, autism spectrum disorder, children, family-centered, collaboration

Submitted on July 26, 2002
Accepted on March 24, 2003


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