Chapter 2
getting a diagnosis
Fred R. Volkmar,
Lisa A. Wiesner,
Fred R. Volkmar
Search for more papers by this authorLisa A. Wiesner
Search for more papers by this authorBook Author(s):Fred R. Volkmar,
Lisa A. Wiesner,
Fred R. Volkmar
Search for more papers by this authorLisa A. Wiesner
Search for more papers by this authorFirst published: 26 October 2021
Summary
This chapter covers aspects related to getting a diagnosis of autism spectrum disorders (ASDs). It discusses the uses and limitations of diagnosis, as well as what a good diagnostic evaluation consists of and some of the more common ways that parents and professionals become concerned about the child and the kinds of behaviors that very young children with autism exhibit. Some probable or possible risk factors have been identified for autism. The strong risk factors are genetic ones. The psychological assessment is concerned with helping to establish the child's overall levels of cognitive ability, as well as describing their profiles of strengths and weaknesses. Speech–communication assessments are important for all children with autism and related conditions, regardless of their level of functioning. Occupational therapists and physical therapists may be involved either as members of the assessment team and/or in the school-based intervention program.
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