The Autism Society Event and Education Recordings Archive

Accurate evaluation, identification and diagnosis of ASD are critical to individuals receiving appropriate services and supports. Schools and communities are seeing an increase in requests for assessment. This session will explore common myths associated with evaluation, identification and diagnosis of ASD. For example, some hold the belief that autism is a “medical diagnosis.” In reality, while the term “medical diagnosis” is often used, it is a misnomer. “There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior and developmental levels” (Autism Society, n.d.). Wide use of the term has also resulted in the false belief that the diagnosis must be made by a medical professional. In fact, in the absence of specific medical concerns, many specialized teams do not require staff with medical training. Moreover, this myth has resulted in a widespread egregious practice in the United States—inaction of the public schools until receipt of an outside “medical” diagnosis, or even worse, the response to an evaluation request with a counter-request for a private diagnosis. In the United States, public schools are required by law to provide evaluation in any area of disability, including autism, if suspected.

Other myths include:

• If a student with autism is earning passing grades, they cannot be eligible for special education

• A score below the cutoff on the ADOS means that an individual cannot be on the autism spectrum

• If a student has receptive or expressive language scores within normal limits, they do not qualify for speech and language services

• According to the DSM-IV-TR criteria for Asperger's Disorder, there can be no clinically significant delay in adaptive behaviors, except for the area of socialization

• An individual cannot be diagnosed with Asperger's Syndrome if they had a history of language delay

Special education law, state law and the DSM-IV-TR are all subject to misinterpretation. There are a number of inaccurate beliefs and practices that well-meaning professionals and parents hold to be true. These beliefs may become part of a “culture of misunderstanding” that is perpetuated in school districts and communities, and can have a direct negative impact on the services and supports that individuals with ASD receive. The knowledge base is evolving. Having a deeper understanding of the current research helps to provide a more accurate view of evaluation, identification and diagnosis, and will help parents and professionals to make better decisions.

Research that indicates the fallacy of common myths will be presented. This will result in improved outcomes for individuals with ASD and enhanced systems of support. Current research and thought on ASD will be discussed. Psychologists, speech language pathologists, educational diagnosticians, parents, administrators and educators will benefit from attending this session. An emphasis will be placed on recognizing current “mythology.” This paradigm shift will result in systems change.

Learner Objectives: At the end of the session, participants will be able to identify at least five common myths associated with evaluation of ASD, respond appropriately to at least five common myths associated with evaluation of ASD, and discuss at least two methods for disseminating accurate information to other professionals in the workplace.