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The Role of the Autism Diagnostic Observation Schedule in the Assessment of Autism Spectrum Disorders in School and Community Settings

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Abstract

Autism diagnostic practices among school and clinical psychologists, particularly those using the Autism Diagnostic Observation Schedule (ADOS), were examined using national survey results (N=132). School and clinical psychologists were similar in following the Best Practice Guidelines for screening, diagnosis and assessment. School psychologists were more likely to include a school or home observation and teacher report than clinical psychologists but evaluated significantly fewer children with autism spectrum disorders per year compared to clinical psychologists. School psychologists who were ADOS users were more likely to consider themselves autism experts and include a review of records than ADOS non-users. Perceived advantages of the ADOS included its strength in capturing ASD-specific behaviors and the standardized structure provided for observation, while diagnostic discrimination and required resources were the most commonly identified disadvantages.

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Correspondence to Natacha Akshoomoff Ph.D..

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Author Note

Supported by NIMH K23MH071796. We thank Barbara Deggelman and Melissa Connolly for assistance with data coding, and Drs. Larry Palinkas, Catherine Lord, Amy Esler, and John Landsverk for their support of this project. Dr. Christopher Gruber assisted in survey distribution through Western Psychological Services. Bobbie Kohrt shared the CASP survey results.

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Akshoomoff, N., Corsello, C. & Schmidt, H. The Role of the Autism Diagnostic Observation Schedule in the Assessment of Autism Spectrum Disorders in School and Community Settings. Contemp School Psychol 11, 7–19 (2006). https://doi.org/10.1007/BF03341111

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