Best Practice Guideline

Autistic Spectrum Disorders:
Best Practice Guidelines for Screening, Diagnosis and Assessment

 

California Department of Developmental Services;
a panel of experts, including Howard G. Cohen, PhD, Valley Mountain Regional Center,

Stockton, CA (Co-Director)

Renee Wachtel, MD, Child Development Center, Children’s

Hospital Oakland, Oakland, CA (Co-Director)

Catherine A. Hayer, MS, MA, Child Development Center,

Children’s Hospital Oakland, Oakland, CA (Co-Collaborator)

 

This course meets the qualifications for 9 hours of continuing education
APA, BRN, CA BBS, FL, NAADAC, NBCC, TX SBEPC, TXBSWE
consisting of reading and taking a post-test on
Autistic Spectrum Disorders:
Best Practice Guidelines for Screening, Diagnosis and Assessment

Learning Objectives

In this 9 unit course clinicians will:

Receive a consistent and comprehensive base of information for screening, evaluation and assessment of persons with autistic spectrum disorders (ASD).

 

Learn current evidenced-based guidelines for screening, diagnosis and assessment of ASD.

 

Be exposed to recommendations based on published research, clinical experience and judgment available about “best practice” for screening, evaluating and assessing persons suspected of having ASD.

 

Have increased knowledge and awareness of ASD

 

Have a basis for training to achieve high quality clinical screening and diagnostic skills.

 


is approved by the:

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Florida Board of Clinical Social Work, Marriage and Family Therapy, Mental Health Counseling (BAP 753 )
NAADAC - The Association for Addiction Professionals (#575)
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Texas State Board of Examiners of Professional Counselors (#1761)
The Texas Board of Social Work Examiners (#6246)

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Acknowledgements                                       

Section I Introduction

Core Concepts that Guide Screening, Diagnosis and Assessment
  

Section II Birth Through Age Five

Chapter 1 Screening for Autistic Spectrum Disorders

Chapter 2 Diagnostic Evaluation                              

Chapter 3 Assessment for Intervention Planning                  

Chapter 4 Formulation, Presentation and Documentation of Findings  
       

Section III Age Six and Older

Chapter 5 Issues and Concepts in Referral, Diagnostic

Evaluation and Assessment                                      

Chapter 6 Referral

Chapter 7 Components of a Diagnostic Evaluation/Assessment Process      

Chapter 8 Differential Diagnosis                                 

Chapter 9 Elements of Diagnostic Formulation, Presentation

and Documentation
                                        

References

Appendix A

“Autistic Spectrum Disorder” and “Pervasive Developmental Disorder“       

Appendix B

“Red Flag” Indicators for Developmental Changes                      
Appendix C

Modified Checklist for Autism in Toddlers (M-CHAT)

Appendix D

Modified Checklist for Autism in Toddlers (M-CHAT), Spanish              

Appendix E

Pervasive Developmental Disorder Screening Test-II                      

Appendix F

Instruments for Diagnostic Evaluation and Assessment for

Intervention Planning—Birth through Age 5                          
Appendix G

Instruments for Diagnostic Evaluation and Assessment—Age 6 and Older      

Appendix H

Asperger’s Disorder                                             

 

 

 

Appendix I

Medical Centers in California with Specialization in Autistic

Spectrum Disorders                                            

Appendix J

California Regional Centers                                        

Appendix K

Panel of the Northern California Autism Collaborative                    

Appendix L

Association of Regional Center Agencies Eligibility Committee              

Appendix M

Director’s Advisory Committee on Autistic Spectrum Disorders              

Appendix N

List of Best Practice Recommendations                        

 

 

Cost of the 9 unit course is $110

 

All material included in this course is either in the public domain, or used with express permission.

APA Ethics

We do adhere to the American Psychological Association's Ethical Principles of Psychologists. Our courses are carefully screened by the Planning Committee to adhere to APA standards. We also require authors who compose Internet courses specifically for us follow APA ethical standards.

Many of our courses contain case material, and may use the methods of qualitative research and analysis, in-depth interviews and ethnographic studies. The psychotherapeutic techniques depicted may include play therapy, sandplay therapy, dream analysis, drawing analysis, client and therapist self-report, etc. The materials presented may be considered non-traditional and may be controversial, and may not have widespread endorsement within the profession. www.psychceu.com maintains responsibility for the program and its content.

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