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Ancillary index scales provide assessment professionals the opportunity to conduct a more comprehensive interpretation of a student's performance on the Wechsler Intelligence Scales for Children, Fifth Edition (WISC-V); however, little is known about the performance of children with autism spectrum disorder (ASD) on these scales. The ASD special group population from the standardization sample of the WISC-V and their demographically matched controls were included in the study (total n = 124; mean age = 11.5 years). The results of a discriminant analysis revealed that the Auditory Working Memory Index, the Cognitive Proficiency Index, and the Full-Scale IQ were the best at discriminating among the different groups suggesting that the various groups perform differently on these indexes. School psychologists should calculate all ancillary index scales to obtain the most comprehensive understanding of the cognitive strengths and weaknesses of a child with ASD.

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.

Children with autism spectrum disorder (ASD) display variable verbal cognitive profiles despite a historical requirement for a language delay in autistic disorder. This study compared the Verbal Comprehension Index (VCI) to the newly created ancillary index score, the Verbal Expanded Crystallized Index (VECI) of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) in a group of children with ASD. Using the ASD sample from the standardization data of the WISC-V, results indicated the VCI and VECI were significantly different for the ASD group but not for the matched controls. Follow up analysis of the ASD group revealed the VCI and VECI were significantly different for those with language impairment but not for those without language impairment. Psychologists should consider administering all verbal subtests of the WISC-V to children with ASD given the VECI may better capture the language impairment seen in this population.

Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS.

Early identification of autism spectrum disorder (ASD) provides the best opportunity for children to receive evidence-based early intervention. Research indicates that accurate diagnosis can be made as early as the toddler period when an assessment is completed by experienced clinicians. Typical ASD evaluations involve an assessment of developmental skills, such as those measured with the "Bayley Scales of Infant and Toddler Development, Fourth Edition." There is limited research, however, on the use of the newest iteration, the Bayley-4, in discriminating between various developmental disorders and delays. This study compared the performance of three groups of toddlers on the Bayley-4: (1) ASD (n = 31), (2) developmental delay (n = 26) and (3) problems specific to language (n = 45). Results of a multivariate analysis of variance indicated mean differences existed between the ASD and language groups on the five Bayley-4 subtests that comprise the Cognitive Motor, and Language Scales; however, logistic regression analysis indicated group membership could not be predicted by performance on the subtests. Our findings suggest children who are identified with ASD at a very young age exhibit global developmental deficits, which may help distinguish them from other groups who exhibit more targeted delays.

The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the "Wechsler Intelligence Scale for Children, Fifth Edition" (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

The purpose of the present study was to determine if individuals with autism spectrum disorder (ASD) display a unique pattern of responses on the Personality Assessment Inventory-Adolescent (PAI-A). Twenty adolescents between ages 12 and 18 completed the PAI-A, and their scores were compared to matched community and clinical samples from the standardization sample of the PAI-A. Results of a profile analysis indicated the ASD group displayed unique scale elevations, which may help clarify the interpretive quality of the PAI-A with individuals with autism. Clinicians and school psychologists should be aware of this research when selecting tools to evaluate adolescents with ASD.

With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH). Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children. Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas. School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents' and D/HH parents' perspectives were gathered to explore the family needs. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/HH children.

Current research on the use of revisions of intelligence measures with ethnically diverse populations and younger children is limited. The present study investigated the utility of the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), with an ethnically diverse preschool sample. African American and Caucasian preschoolers, matched on age, gender, and parental education, were found to have similar patterns of high and low scores on both the composites and all subtests of the SB5. The present study also found that African American and Caucasian preschool children did not differ on overall cognitive ability as measured by the SB5 Full Scale IQ. Implications and suggestions for further research are discussed.

Successful treatment of individuals with autism spectrum disorders (ASD) is entirely contingent on an accurate diagnosis. Although many resources exist to help the clinician with differential diagnosis of children, particularly in early childhood, the resources available for evaluating adolescents and adults is far less prevalent. Clinicians often rely on multiple forms of data from numerous sources to make accurate diagnoses, which for adults is a complex process. Lack of availability of instruments that have been normed with individuals with ASD creates limitations for the clinician. In addition, gathering background information from adolescents and adults on the spectrum can be challenging for a number of reasons, including poor self-reporting and poor memory for events from parents or caregivers. To further complicate the matter, comorbid conditions become more and more common as the individual with ASD goes through adolescence and adulthood. This article aims to identify the challenges related to the evaluation of adolescents and adults with ASD, noting particular attention to the differential diagnosis of common comorbid conditions. Recommendations for how to conduct a thorough psychological evaluation with an adolescent or adult with an ASD are made.

This study used profile analysis to investigate the interpretability of the Kaufman Assessment Battery for Children, Second Edition (KABC-II), in terms of the Cattell-Horn-Carroll (CHC) theory among ethnically diverse preschool children. Forty-nine African American and 49 Caucasian preschool children from a Midwestern city were included in the study and were matched for age, sex, and level of parental education. The profile analysis examining CHC broad abilities showed that the African American and Caucasian preschool children had similar patterns of highs and lows and performed at the same level with no significant difference between the two groups in their overall mean IQ. Profile analysis of the KABC-II subtests found that although the African American and Caucasian groups performed overall at a similar level, they did not show the same pattern of highs and lows in subtest performance. Specifically, Caucasian preschoolers scored significantly higher than their African American counterparts on the Expressive Vocabulary subtest. Overall, the two groups displayed remarkably similar performance on the KABC-II. (Contains 2 figures and 4 tables.)

Accurate assessment across the various characteristics of autism spectrum disorder (ASD) and its comorbidities can help guide intervention planning. This introduction to the second issue of a double special issue on ASD assessment highlights assessment of various characteristics of and comorbidities with ASD to assist with treatment planning. For instance, anxiety and attention deficit hyperactivity disorder are two of the most common comorbidities with ASD. Educational, clinical, and medical interventions for individuals with ASD can vary based on the unique cognitive and additional mental health needs of the individual. Highlights: Given the prevalence of comorbid disorders with autism spectrum disorder (ASD), a comprehensive evaluation of ASD should include the assessment of comorbid internalizing, externalizing, behavioral, and social communication disorders.Understanding the unique social‐emotional, cognitive, and behavioral characteristics of the individual with ASD will ultimately guide the treatment planning process. Practitioners and special educators can develop more comprehensive treatment and educational plans based on thorough assessment data. [ABSTRACT FROM AUTHOR]

Special education laws set clear and stringent deadlines for school psychologists to complete eligibility or reevaluation assessments that are valid and comprehensive. Prior to the Covid-19 pandemic, these assessments primarily took place face-to-face and aligned with standardized assessment practices. School closures and virtual learning environments posed a challenge for school psychologists as they considered how to meet legal responsibilities, ethical obligations, and maintain the validity of the assessments. Guidelines for conducting psychoeducational assessments are being written at the same time school psychologists are implementing them in the field. This article summarizes the available guidelines for assessment in a virtual environment and discusses the implications for current and future school psychology practice. [ABSTRACT FROM AUTHOR]

Interventions for young children with autism spectrum disorder (ASD) often focus on reducing negative behaviors or increasing the frequency of positive behaviors. Little discussion, however, focuses on the underlying mental health and developmental factors or ancillary skill deficits that may be contributing to problem behaviors. With social emotional standards built into the educational system, schools are uniquely positioned to provide social emotional support and instruction to students with disabilities, especially children with ASD. Often, Individualized Education Programs (IEPs) of preschool and early elementary school children with ASD focus on state academic standards rather than the social-emotional needs often associated with the underlying core symptoms of ASD that are the true driver of "educational need" in the school setting. This manuscript provides a framework for incorporating social emotional learning (SEL) goals into the IEPs of young children with ASD. The family-school partnership approach, including effective relational (i.e., communication, collaboration, parent-teacher relationship/alliance) and structural (i.e., behavioral supports, home-based involvement) components (Sheridan et al., 2019) will be emphasized to meet the mental health and developmental needs of children with ASD via pivotal SEL goals across home and school environments. We conclude with a case study of the COMPASS parent-teacher consultation intervention for improving SEL outcomes through shared parent-teacher decision making and collaboration for SEL goal selection, individualized intervention planning, teacher coaching, and outcomes-based monitoring. [ABSTRACT FROM AUTHOR]

This study tested the assumption that the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) functions similarly for boys and girls and for four age groups. The Bayley-4 American norming sample of 1,700 children ages 0–42 months (3.5 years) was used, which included 50% boys and girls. Fifty-three percent of the children identified as White, 22.1% as Hispanic, 12.5% as Black, 8.5% as other, and 4.0% as Asian. A confirmatory factor analysis demonstrated the three-factor structure of cognitive, language, and motor abilities fit the data well (comparative fit index =.99, root-mean-square of error of approximation =.08, standardized root-mean-square residual =.02) and fit significantly better than the two- and one-factor models. The correlations between the latent factors were moderate (r =.73) to large sized (r =.81). Measurement and structural invariance were tested for boys and girls and four age groups (0–5, 6–13, 14–25, and 26–42 months). Residual invariance was supported for girls and boys, and intercept invariance was supported for the four age groups. The measurement invariance results suggest the Bayley-4 is not biased toward these gender and age groups, and group comparisons and decision making can be made with the Bayley-4 scores. Structural invariance findings suggested some differences for gender and age groups. The relations between the cognitive, language, and motor factors and factor variances were equal across girls and boys but differed significantly across the four age groups. Girls scored significantly higher on the three latent means, but these differences were small to negligible. Public Significance Statement: Young children's test scores on the Bayley-4, an early childhood test of cognitive, language, and motor functioning, had the same meaning for girls and boys and infants, toddlers, and preschoolers. Girls' and boys' and infants', toddlers', and preschoolers' Bayley-4 scores can be compared and used for decision making across these groups. Girls' language, motor, and cognitive abilities were significantly higher than boys, but differences were small. [ABSTRACT FROM AUTHOR]