Clinical Assessment and Intervention for Autism Spectrum Disorders by Matson Johnny L

Author:Matson, Johnny L. [Matson, Johnny L.]
Language: eng
Format: epub
Tags: Health
ISBN: 9780123736062
Amazon: 0123736064
Barnesnoble: 0123736064
Goodreads: 5144055
Publisher: Academic Press
Published: 2008-03-17T00:00:00+00:00

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Swiezy et al.

SUMMARY AND CONCLUSIONS

In summary, assessment is critical in the education and treatment of those with ASD as well as in determining an individual’s level of independence for community integration. As more individuals with ASD are integrated into the community, programs focusing on functional curriculums and functional integration are essential (Belfiore and Mace, 1994). Effective assessment of adaptive skills is particularly important in diagnosis, outcomes research, and for the provision of functional integration into the community. However, this assessment can also be quite challenging in that various informants see individuals in multiple different settings. Each of these various settings is paired with different people and expectations, and with potentially different behavior. Additionally, typical variability inherent in ASD over the course of development and maturation are likely to influence behaviors seen (Winters et al., 2005). The ability to assess individuals at different stages in development is critical. Using lifespan appropriate measures such as the VABS and SIB-R are useful in being able to track an individual’s progress in adaptive skill acquisition over time. As such, to accomplish the assessment successfully, it is important to query from a variety of informants in multiple environments and during different critical developmental periods. An additional area of concern is in the lack of specific measures of adaptive ability for adults with ASD. Most program planning addressing adaptive behaviors is focused on school-age-children where learning these skills is vital. However, issues for addressing adaptive behaviors in adults with autism are scarce despite its importance in determining one’s ability to function independently. As mentioned previously, several measures are appropriate for use across the lifespan, but none address areas of concern specific to adults. Future efforts should be made to expand normative samples on currently validated measures or to develop measures focusing more on adaptive behaviors relevant to independent living, and work skills.

As mentioned previously, individuals with autism often demonstrate deficits in adaptive behavior associated with the core diagnostic criteria of autism (American Psychiatric Association, 1994; Volkmar et al., 1987). Because of this demonstrated association, many diagnostic instruments currently available lend themselves to observing and describing adaptive behavior in individuals with autism (Schopler et al., 1988). While these instruments are described elsewhere in the book, it is important to note as they may serve a useful dual purpose as not only a diagnostic tool but also as an outcome measure for future studies (Charman et al., 2005).

Relevant to adaptive behavior assessment and dating to some of the earliest programming, IQ and adaptive skill measures have been common measures of treatment outcome (Lovaas and Buch, 1997). However, in some cases, adaptive behavior has been seen as more predictive of independence than IQ, especially in later development (Lord and Schopler, 1989). In general, there has been a movement away from traditional cognitive assessment practice toward addressing Independent Living/Adaptive Skills

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a life skills curriculum which will allow for not only the physical inclusion of the individual into society, but also on functional and adaptive participation in society as a contributing member (Belfiore and Mace, 1994).

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