Assessment of autism spectrum disorder : critical issues in clinical, forensic, and school settings

목차 (Table of Contents)

• CONTENTS
• Part Ⅰ Understanding Autism
• 1 What Is Autism? History and Foundations = 3
• What is Autism? = 3
• History and Foundations of ASD = 5
• Concluding Remarks on the History and Prevalence of Autism = 8
• 2 The Causes of Autism = 11
• Genetic Causes = 11
• Genetic and Environment Interaction Effects = 14
• Exposure to Toxins and Pesticides = 16
• Risk Factors for Autism = 19
• Early Identification Mitigates Autism Risk = 19
• 3 Optimal Outcomes and Recovery = 23
• Intelligence = 25
• Language Skills = 27
• Early Intervention = 29
• Adaptive Behaviors = 31
• Neurodiversity and Strength-Based ASD Models = 32
• 4 Autism in the DSM-5 = 35
• Changes in Diagnostic Criteria : Pervasive Developmental Disorders to Autism Spectrum Disorder = 36
• Controversies Surrounding DSM-5 = 38
• Indicating Cognitive or Language Impairments = 40
• Severity Scales for Social Communication and Restricted Repetitive Behaviors = 42
• A Word on Social (Pragmatic) Communication Disorder = 43
• A Need for More Research and for Continued Comprehensive Assessment = 44
• Summary of Part 1 : Understanding Autism = 45
• Part Ⅱ Conducting an Evaluation
• 5 Referral and Initial Consult = 49
• Making a Referral = 51
• The Initial Consultation = 55
• Assessment Preparation = 72
• 6 Testing Begins = 73
• Testing Begins = 74
• Observations During the Assessment Process = 74
• Appearance = 75
• Behavioral Presentation = 75
• Language = 76
• Eye Contact and Gesture in Communication = 77
• Play／Interests = 78
• Social Reciprocity = 78
• Attention = 79
• Motor Skills = 79
• Mood and Affect = 80
• Naturalistic Observations = 80
• Cognitive Testing Observations = 81
• Challenging Behavior : Behavior Management during a Diagnostic Evaluation = 85
• Concluding Remarks on Observations and Behavior Management = 95
• 7 Comprehensive Evaluation = 97
• Referral = 98
• Assessing Core Areas = 102
• Data Analysis = 104
• Autism Alone or Comorbid? = 105
• Assessing Additional Areas = 105
• Ruling Autism Out = 109
• Adequate Communication Skills = 110
• Appropriate Social and Communicative Reciprocity = 110
• Varied Interests = 111
• Diagnosing Disordered Social Interactions in the Absence of ASD = 111
• Concluding Remarks on Comprehensive Evaluations = 116
• Summary of Part 2 : Conducting an Evaluation = 118
• Part Ⅲ Data Analysis
• 8 Cognitive and Language Assessment = 127
• Assessing for Cognition = 128
• Assessing for Language = 149
• Concluding Remarks on Assessment of Cognition and Language = 154
• 9 Social and Sensory Assessment = 157
• Assessing for Social and Core Autism Symptoms = 158
• Assessing the Core Symptoms of Autism = 159
• ADOS and ADI-R = 160
• ADOS-2 Modules = 164
• ADOS-2 T = 164
• ADOS-2 Module 1 = 170
• ADOS-2 Module 2 = 173
• ADOS-2 Module 3 = 175
• ADOS-2 Module 4 = 178
• ADI-R Administration = 181
• Screening Instruments versus Instruments that Provide Definitive Diagnoses = 182
• Assessing for Sensory Processing = 183
• Sensory Processing Assessment as It Applies to Autism = 184
• Concluding Remarks on Assessment of Social and Sensory Areas = 186
• 10 Visual, Spatial, and Motor Assessment = 189
• Assessing for Visual-Spatial Skills = 189
• Visual-Spatial Assessment as It Applies to Autism = 191
• Assessing for Motor Skills = 194
• Motor Skill Assessment as It Applies to Autism = 196
• Stereotyped Motor Behaviors = 197
• Concluding Remarks on the Assessment of Visual-Spatial and Motor Areas = 197
• 11 Attention, Executive Functions, and Memory Assessment = 199
• Assessing for Attention = 200
• Attention Assessment = 201
• Attention Assessment as It Applies to Autism = 202
• Alerting Network = 203
• Orienting Network = 206
• Executive Control Network = 207
• Assessing for Executive Functioning = 208
• Executive Functioning Assessment as It Applies to Autism = 209
• Assessing for Memory = 216
• Concluding Remarks on Attention, Executive Functions, and Memory in ASD = 224
• 12 Emotions, Mood, Behavior, and Adaptive Assessment = 227
• Assessing for Emotional and Behavioral Symptoms = 227
• Emotional and Behavioral Assessment as It Applies to Autism = 229
• Behavior Assessment = 231
• Assessing for Adaptive Skills = 234
• Adaptive Skill Assessment as It Applies to Autism = 235
• Concluding Remarks on Emotions, Mood, Behavior, and Adaptive Assessment = 236
• Summary of Part 3 : Data Analysis = 236
• Part Ⅳ Differential Diagnosis
• 13 Disorders of Neurodevelopment and Brain Functioning = 241
• Intellectual Disabilities and Exceptional Intellectual Profiles = 241
• Genetic Disorders = 247
• Specific Learning Disorders = 250
• Language Disorders = 254
• Attention Disorders = 257
• Concluding Remarks on Disorders of Neurodevelopment and Brain Functioning = 262
• 14 Disorders of Emotion, Mood, and Behavior = 263
• Anxiety Disorders and OCD = 263
• Mood Disorders = 266
• Psychotic Disorders = 269
• Behavior Disorders = 273
• Trauma-Related Disorders : Posttraumatic Stress Disorder and Adjustment Disorders = 276
• Attachment Disorders = 279
• Personality Disorders = 284
• Other Relevant Comorbidities for Clinical Attention = 286
• Summary of PartⅣ : Differential and Comorbid Diagnosis = 287
• Part Ⅴ Concluding the Assessment Process
• 15 Feedback, Report, and Recommendations = 291
• Feedback and Report = 292
• Further Evaluations = 293
• School Recommendations = 297
• Recommendations for Home and Community = 307
• Interventions for Autism Spectrum Disorder = 308
• Thoughts on the Report = 313
• Sample Recommendations for ASD by Age Diagnosis = 314
• Concluding Remarks on the Feedback, Report, and Recommendations = 328
• 16 Case Examples from Referral to Recommendation = 329
• Assessing a Toddler with Mood Swings and Self-Injurious Behavior = 330
• Assessing an Adult to Rule out Autism Spectrum and Mood Disorders = 333
• Assessing a Bright but Rigid Socially Motivated 10-Year-Old to Rule out Autism Spectrum and Look at Secondary Mood and Behavior Disorders = 337
• Summary of Part 5 : Concluding the Assessment Process = 341
• Part Ⅵ Assessment in Applied Settings and Special Testing Considerations
• 17 Forensic Assessment for Autism Spectrum Disorder = 345
• Forensic Evaluations = 346
• Family Law = 352
• Administrative Law = 355
• Civil Law = 358
• Criminal Law = 360
• Case Studies : Family, Administration, Civil, and Criminal = 364
• 18 School-Based Assessment = 375
• School : The First Frontier = 376
• Legal Requirement for School-Based Teams = 377
• Removing the Fog for School-Based Professionals = 381
• Tiered Systems of Support : Implications for Students with ASD = 382
• Best Practice for Assessment Training = 385
• A Description of the Best-Practice Approach for ASD Screening and Identification = 388
• Comprehensive Information about Data Analysis during School Evaluations = 404
• Concluding Remarks on School-Based Assessment = 411
• 19 School, Parent, and Community Partnerships = 413
• Wraparound and Collaboration between School and Community Providers = 415
• Collaboration and Partnership with Families = 416
• Collaboration and Partnership with Community Agencies = 418
• A Word on Parental Advocacy = 422
• Concluding Remarks on Family-School Partnerships = 425
• Case Study = 426
• 20 Assessment Across the Lifespan = 437
• Implications for Assessing Toddlers = 437
• Implications for Assessing Adults = 445
• Age of Diagnosis and the Impact on the Individual = 448
• Diagnosis Across the Lifespan and the Impact on Families = 451
• Concluding Remarks on Assessment Across the Lifespan = 465
• Summary of PartⅥ : Assessment in Applied Settings and Special Testing Considerations = 465
• Vignettes : Assessing Adults = 466
• Background = 466
• Assessments = 467
• Appendix : Measures and Psychometrics = 471
• References = 509
• Index = 531