Incorporating Interests and Structure to Improve Participation of a Child With Autism in a Standardized Assessment: A Case Study Analysis

The rise in the number of children With autism poses challenges to professionals in the field of early care and education. The restricted patterns of communicating, relating, and behaving seen often in children With autism necessitate a sophisticated approach to assessment. There is an increasing ne...

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Bibliographic Details
Published in:Focus on autism and other developmental disabilities 2007, Vol.22 (1), p.51-59
Main Author: Vacca, John J.
Format: Article
Language:English
Subjects:
Alternative Assessment
Autism
Behavior
Case Studies
Children & youth
Childrens novels
Clinical Diagnosis
Data collection
Early intervention
Educational Strategies
Evaluation Methods
Females
Intervention
Parents & parenting
Skills
Standardized Tests
Student Interests
Teaching Methods
Testing
Young Children
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Summary:The rise in the number of children With autism poses challenges to professionals in the field of early care and education. The restricted patterns of communicating, relating, and behaving seen often in children With autism necessitate a sophisticated approach to assessment. There is an increasing need in the field to use alternative assessment approaches in order to alloW professionals to interact and communicate With the child on multiple levels. Assessment approaches that provide the child With choices yield data that go beyond confirmation of a diagnosis to include information about suitable educational and therapeutic interventions and programming outcomes as Well as ideas to support functioning in the natural environment. This article describes an innovative approach to assessing a girl With autism. The approach includes incorporating interests and a structured schedule.
ISSN:1088-3576
1538-4829
DOI:10.1177/10883576070220010601