title: Interdisciplinary Assessment of Young Children With Autism Spectrum Disorder.
abstract: This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators in the process. Family-centered care, cultural competence, and a strengths perspective provide the theoretical foundation for the assessment model. Steps in the assessment process include assignment of an assessment coordinator, intake, preassessment planning, community-based assessment, postassessment planning, report writing, community follow-up, and resource notebook development. Preliminary research examining the effectiveness of the assessment model reveals the positive impact of family-centered, culturally competent, and strengths-based service provision (Beatson & Prelock, 2002). The model has implications for school-based practitioners in increasing the role of families in the assessment of children with ASD.
authors.affiliation: University of Vermont, Burlington.
authors.forename: Patricia A
authors.initials: PA
authors.lastname: Prelock
authors.affiliation: University of Vermont, Burlington.
authors.forename: Jean
authors.initials: J
authors.lastname: Beatson
authors.affiliation: University of Vermont, Burlington.
authors.forename: Brooke
authors.initials: B
authors.lastname: Bitner
authors.affiliation: The Cooke Center for Learning and Development, New York, NY.
authors.forename: Carri
authors.initials: C
authors.lastname: Broder
authors.affiliation: Baird Center for Children and Families, Burlington, VT.
authors.forename: Amy
authors.initials: A
authors.lastname: Ducker