PRPress Online Courses

*This selection is for the Final Exam only. Access to the book, Assessment of Autism Spectrum Disorder (Second Edition), is required to complete the exam. If you already have access to the book, click the "Buy" button above to continue. To order the e-Book from Guilford Press (which enables you to take the course immediately), click here. To order the paperback book from PRP, click here. 

This program will help the participant demonstrate a scientifically grounded profile of each child's strengths and difficulties, make a formal diagnosis of ASD, and use assessment data to guide individualized intervention in clinical and school settings. State-of-the-art instruments and approaches for evaluating areas of impairment in ASD and co-occurring behavioral disorders are discussed. Different ages are highlighted with a primary focus on children. Several chapters address assessments of adolescents and adults.

18 CE credits/hours, 150 questions

Target Audience

Psychologists | School Psychologists | Marriage & Family Therapists | Mental Health Counselors | Social Workers

Learning Level

Intermediate

Learning Objectives

• Describe the evolution of research that has gone into recognizing ASD as a disorder.
• Identify the progress of developing and the limitations of testing instruments that are used in diagnosing ASD.
• Compare the DSM’s past criteria for a diagnosis of ASD with the most current criteria.
• Discuss the age parameters within which a diagnosis of ASD can be safely made.
• Compare behavioral expectations for normal childhood development with those found in children suspected as having ASD.
• Discuss the age-related differences in arriving at a diagnosis of ASD.
• Identify the social behavioral issues involved in diagnosing ASD.
• Demonstrate how to assess language and communication skills in children suspected as having ASD.
• Explain the rationale for assessing intellectual functioning in suspected ASD cases and how the information can be used in treatment planning.
• Explain the value of assessing neurological functioning in developing a treatment plan in people suspected as having ASD.
• Identify the disorders that frequently occur comorbidly in people with ASD.
• Describe the tests that are considered to be a “gold standard” for psychiatric diagnosis.
• Discuss ways in which school settings can be invaluable resources for identifying children who may have ASD.
• Identify ways to proceed from assessment to intervention in those students diagnosed as having ASD.
• Compare prevailing misbeliefs about ASD with scientifically-validated assessment and treatment programs.