PSYC 708
Assessment of Autism Spectrum Disorders
1. Catalog Entry
PSYC 708
Assessment of Autism Spectrum Disorders
Prerequisites: Enrollment in school psychology graduate program with a grade of B or better in PSCY 631, PSYC 632, PSYC 635, PSYC 663, and PSYC 785 or permission of instructor
Credit hours (2)
This course will provide an overview of theoretical, research and best practice considerations regarding assessment and diagnosis of Autism Spectrum Disorders (ASD). Emphasis will be placed on hands-on practice and demonstrating competency with a variety of evidenced-based assessment instruments. Specifically students will demonstrate competency with performance-based neurocognitive instruments (e.g., ADOS-2, NEPSY-II Social Cognition), narrow-band rating scales and structured diagnostic clinical interviews. Assessment training will consider use of current Diagnostic Statistical Manual (DSM) and current IDEIA (special education) classification criteria. Developmental, subtyping, comorbidity, differential diagnosis, interdisciplinary team, and ethical considerations will be explored. This course is graded A-F.
2. Detailed Description of Course
The content of the course will cover the following:
鈥� NASP and APA training domains and ethical guidelines will be reviewed. Any additional
ethical, legal, cultural or best practice guidelines relevant for the psychological
techniques or case studies will be addressed.
鈥� Theoretical, research and best practice considerations regarding assessment and
diagnosis of Autism Spectrum Disorders (ASD)
鈥� Review current Diagnostic Statistical Manual (DSM) and current IDEIA (special education)
classification for ASD diagnostic criteria
鈥� Selection of psychological techniques and case preparation for service delivery
鈥� Administration, scoring and interpretation of psychological assessment instruments
across methods and sources (performance-based, structured interview, observation and
rating scale methodology
鈥� Oral and written communication of assessment results
鈥� Preparing for the case study oral presentation
鈥� Evaluating the student鈥檚 professional dispositions and effectiveness as a clinician
鈥� Evaluating the student鈥檚 role and effectiveness in supervision sessions
3. Detailed Description of Conduct of Course
The conduct of the course may be but is not limited to lectures; student presentations; guided practice with selected assessment instruments; administration with volunter clients; group activities; guest speakers; and case studies.
4. Goals and Objectives of the Course
This practicum will meet National Association of School Psychologists (NASP) training domains and American Psychological Association (APA) Learner-Centered Psychological Principles. :
鈥� Students will be familiar with current issues and best practice related to the assessment
of Autism Spectrum Disorder (ASD), including interdisciplinary team approaches to
evaluation;
鈥� Students will demonstrate knowledge of and ability to use the current Diagnostic
and Statistical Manual (DSM) and current IDEIA (special education) classification
criteria associated with ASD;
鈥� Students will be able to describe and critique assessment practices and instruments
that are appropriate for children/adolescents experincing primary or seondary cognitive,
academic, behavioral, social and emotional diffciulties associated with ASD;
鈥� Students will demonstrate competency in the administration, scoring, and interpretation
of selected rating scales and and performance-based measures of neurocogntive functioning
(e.g., ADOS-2, NEPSY-II);
鈥� Students will demonstrate competency in clinical interviewing of teachers, parents,
and children for the purposes of diagnosis/eligibility and developing interventions
(e.g., ADI);
鈥� Students will present a case study; and
鈥� Students will be able to write clear and concise reports that integrate the results
of assessment techniques and which lead to clear data-driven decisions regarding ASD
diagnosis and intervention planning.
5. Assessment Measures
Assessment may include but is not limited to grading rubrics for oral presentations; grading rubrics for administration and scoring competency; grading rubrics for written integrative case study reports; quizzes/exams on assigned reading and material presented in class; and written critiques of selected testing instruments or topics.
6. Other Course Information
None
Review and Approval
February 10, 2014