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4821 Myths and Realities of Evaluation, Identification and Diagnosis of ASD


Saturday, July 10, 2010: 1:30 PM-2:45 PM
Reunion E (Hyatt Regency Dallas)
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Accurate evaluation, identification and diagnosis of ASD are critical to students receiving appropriate services and supports. There are a number of inaccurate beliefs and practices that well-meaning professionals and parents hold to be true. This session will explore common myths associated with all aspects of evaluation, identification and diagnosis of individuals with ASD. Topics including intellectual, speech and language, sensory motor, adaptive, achievement and psychological assessment of individuals with ASD will also be discussed.
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.


Learning Objectives:

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

Content Area: Early Intervention

Chair:

Sarah Welbourne, M.Ed.
Educational Diagnostician
The Ziggurat Group

SARAH WELBOURNE, M.Ed. earned her Masters degree from the University of North Texas. She has worked in the education field for over 14 years, as a general educator, special educator, and Educational Diagnostician. Sarah specializes in Autism team assessments as well as educational and intellectual assessments for school-age children.

Presenters:

Ruth Aspy, Ph.D.
The Ziggurat Group

Ruth Aspy, Ph.D., is a licensed psychologist and author. She specializes in assessment and intervention for individuals with autism spectrum disorders. Dr. Aspy is co-creator of the Ziggurat Model and speaks internationally on this and other topics. She has experience in both clinical and school settings.

Barry G. Grossman, Ph.D.
Licensed Psychologist
The Ziggurat Group

Barry G. Grossman, Ph.D., is a licensed psychologist who specializes in assessment and intervention for individuals with ASD. He provides assessment and consultation services, is an author and speaks internationally, and co-created the Ziggurat Model. He is also a winner of the 2008 Autism Society Literary Work of the Year award.

Susan Jamieson, M.Ed.
Registered Educational Diagnostician
The Ziggurat Group

Susan Jamieson is a Registered Professional Educational Diagnostician who has worked in special education in the state of Texas for 35 years. She served as a special education administrator and special education teacher. She has experience with team evaluations specializing in autism spectrum disorders.

Penny Woods, M.Ed.
Educational Diagnostician
The Ziggurat Group

Penny C. Woods, M.S., received her Master's degree in educational psychology from Baylor University. She has extensive experience working in the public schools as a behavior specialist, special education teacher, and an educational diagnostician. Mrs. Woods specializes in autism team assessments and providing intellectual and educational assessments.