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“This is an exceptionally well-written book regarding assessment of children and youth who may have autism spectrum disorder (ASD)….It was the authors’ intent in this [second] edition to emphasize valid and reliable methods of assessing this complex and often difficult-to-understand condition, and they succeeded in doing so. It is an excellent addition to professional bookshelves. Essential. Graduate students, faculty, and practitioners.”

—Choice Reviews


“This is a monumental, scholarly addition to the field of autism research, evaluation, and assessment—a home-run by any measure. This comprehensive book brings us up-to-date with the most recent research findings, evaluation and assessment tools, and practical application strategies for implementing treatment interventions across a variety of client populations. Timely and informative, it is an excellent resource for those interested in keeping up with the most valid and reliable evaluation and assessment methods for such a complex developmental condition. *****!”

—Doody's Review Service


“This book has something for everyone and does not shy away from tackling the controversial issues facing the autism community....The volume editors wisely devoted a number of chapters to practical suggestions and specific recommendations....An invaluable, accessible volume that has made the lives of professionals committed to working with individuals with ASD a little bit easier.”

—American Journal of Psychiatry (on the first edition)


“The editors...have brought together an outstanding group of contributors to provide comprehensive coverage of this important and timely topic....This text has much to offer the practicing school psychologist....Valuable.”

—NASP Communiqué (on the first edition)


“This book provides a single authoritative resource for assessing ASD and it will be a useful resource for school psychologists, neuropsychologists, and other child health and education professionals. It is an informative and well-researched book, written in a clear and direct style.”

—Journal of Child and Family Studies (on the first edition)


“This comprehensive volume offers professionals in the field a guide to understanding best practices associated with evaluating this complex disorder....The book achieves its goal of building a bridge from science to clinical practice by emphasizing valid and reliable methods for assessing this complex group of disorders. Written in straightforward, user-friendly language, the book is a valuable resource for neuropsychologists and other professionals interested in the assessment of ASD. An added feature is the inclusion of tables, figures, and case studies throughout the volume.”

—Archives of Clinical Neuropsychology (on the first edition)


“Provides both veteran and novice school social workers with important information on autism from which to build their knowledge base as well as useful background information….[It] is written in an easy-to-read style and is a valuable resource for anyone interested in the field of autism. It takes a complicated set of disorders, provides the latest research in easy-to-understand language, and makes recommendations for how mental health practitioners can make schools more responsive to children with autism. All social work departments in public schools should have this book.”

—School Social Work Journal (on the first edition)


“This remarkable book provides a comprehensive guide to assessment of individuals on the spectrum, across the continuum of development. The extensively updated second edition includes a detailed overview of DSM-5 diagnostic criteria and their application. Much more than an inventory of measurement tools (although for the interested reader, the full range of relevant measures are reviewed in exquisite detail), the book explores both the art and science of using psychometric assessment to understand the diversity of abilities and needs of individuals on the spectrum. The contributors also offer rich insights about intervention in clinical and educational settings and address such important contemporary issues as the cognitive potential of minimally verbal individuals and the importance of understanding sex differences. A vital, in-depth reference for anyone involved in assessing ASD and its complex comorbidities.”

—Lonnie Zwaigenbaum, MD, Division Director, Developmental Pediatrics; Professor, Department of Pediatrics; and Stollery Children’s Hospital Foundation Chair in Autism, University of Alberta, Canada


“If there is one constant in the field of autism, it is the state of flux. Diagnosis, assessment, and treatment are all areas where professionals in the field must work to keep up to date with the science. This timely second edition is a 'must have' for serious autism researchers as well as all professionals and advanced students involved in diagnosis and assessment. It includes well-chosen chapter topics, in-depth coverage of major issues and techniques, helpful case studies, and even a chapter on the pesky pseudoscience that dogs the field. Discussions of historic and future directions provide a nice context for the current state of the art.”

—Laura Schreibman, PhD, Distinguished Professor Emeritus and Research Professor, Department of Psychology, University of California, San Diego


“Goldstein and Ozonoff have assembled an excellent compendium of cutting-edge information on assessment of people with ASD. Each chapter contributes a layer of knowledge applicable to basic and complex assessment issues. I will definitely keep this volume close at hand for my own clinical practice and as an essential training guide.”

—Catherine E. Rice, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Emory Autism Center, Emory University School of Medicine

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Table of Contents

1. Historical Perspective and Overview, Sam Goldstein

2. Psychometric Issues and Current Scales for Assessing Autism Spectrum Disorder, Jack A. Naglieri, Kimberly M. Chambers, Keith D. McGoldrick, & Sam Goldstein

3. DSM-5 Diagnosis of Autism Spectrum Disorder, Cynthia Martin, Lauren Pepa, & Catherine Lord

4. Assessment and Diagnosis of Infants and Toddlers with Autism Spectrum Disorder, Kelly K. Powell, Perrine Heymann, Katherine D. Tsatsanis, & Katarzyna Chawarska

5. Age-Related Issues in the Assessment of Autism Spectrum Disorder, Susan H. Hedges, Victoria Shea, & Gary B. Mesibov

6. Assessment of Social Behavior in Autism Spectrum Disorder, Ifat Gamliel & Nurit Yirmiya

7. Assessing Speech, Language, and Communication in Autism Spectrum Disorder, Rhea Paul & Kaitlyn P. Wilson

8. Assessment of Intellectual Functioning in Autism Spectrum Disorder, Laura Grofer Klinger, Joanna L. Mussey, & Sarah O’Kelley

9. Clinical Assessment of Neuropsychological Functioning in Autism Spectrum Disorder, Blythe A. Corbett & Yasmeen S. Iqbal

10. Assessment of Comorbid Psychiatric Conditions in Autism Spectrum Disorder, Lesley Deprey & Sally Ozonoff

11. Assessment of Students with Autism Spectrum Disorder in the Schools, Sandra L. Harris, Carolyn Thorwarth Bruey, & Mark Palmieri

12. From Assessment to Intervention, Kerry Hogan & Lee M. Marcus

13. Understanding the Comprehensive Assessment of Autism Spectrum Disorder through Case Studies, Tristyn Teel Wilkerson

14. Distinguishing Science and Pseudoscience in the Assessment and Treatment of Autism Spectrum Disorder, Mary E. McDonald & Florence D. DiGennaro Reed

15. Future Directions in the Assessment and Treatment of Autism Spectrum Disorder, Isaac C. Smith, Cara E. Pugliese, Blythe A. Corbett, & Susan W. White

Index

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About the Editors

Sam Goldstein, PhD, is Assistant Clinical Instructor in the Department of Psychiatry at the University of Utah School of Medicine and on staff at the University Neuropsychiatric Institute. He is also Clinical Director of the Neurology, Learning and Behavior Center in Salt Lake City. Dr. Goldstein is Editor-in-Chief of the Journal of Attention Disorders and serves on the editorial boards of six journals. He is author or editor of more than 50 books and 100 scholarly publications, as well as several psychological tests. He has lectured to thousands of professionals and the lay public in the United States, South America, Asia, Australia, and Europe.

• Author's website
• All titles by Sam Goldstein

Sally Ozonoff, PhD, is Endowed Professor and Vice Chair for Research in the Department of Psychiatry and the MIND Institute—a national center for the study and treatment of ASD—at the University of California, Davis. Dr. Ozonoff is widely known for her research and teaching in the areas of early diagnosis and assessment of ASD. She is an actively practicing clinician and a strong advocate for parents and families. She is past Joint Editor of the Journal of Child Psychology and Psychiatry, serves on the editorial boards of six additional scientific journals, and has published over 150 empirical papers on related topics. Her work has been showcased on 60 Minutes. Dr. Ozonoff is coeditor of Assessment of Autism Spectrum Disorders, Second Edition (for mental health professionals), and coauthor of A Parent's Guide to High-Functioning Autism Spectrum Disorder, Second Edition.

• Author's website
• All titles by Sally Ozonoff

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Contributors

Carolyn Thorwarth Bruey, PsyD, Lancaster–Lebanon Intermediate Unit, Lancaster, Pennsylvania

Kimberly M. Chambers, MA, Basis Charter School, Washington, DC

Katarzyna Chawarska, PhD, Child Study Center, Yale School of Medicine, New Haven, Connecticut

Blythe A. Corbett, PhD, Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee

Lesley Deprey, PhD, MIND Institute, University of California Davis Medical Center, Sacramento, California

Florence D. DiGennaro Reed, PhD, Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas

Sam Goldstein, PhD, Department of Psychiatry, University of Utah School of Medicine, and Neurology, Learning and Behavior Center, Salt Lake City, Utah

Sandra L. Harris, PhD, Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Susan H. Hedges, PhD, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Perrine Heymann, BPhil, Child Study Center, Yale School of Medicine, New Haven, Connecticut

Kerry Hogan, PhD, Wilmington Psych, Wilmington, North Carolina

Yasmeen S. Iqbal, PhD, Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, Tennessee

Laura Grofer Klinger, PhD, TEACCH Autism Program, and Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Catherine Lord, PhD, Weill Cornell Medicine, Center for Autism and the Developing Brain, New York–Presbyterian Hospital, White Plains, New York

Lee M. Marcus, PhD, TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Cynthia Martin, PsyD, Weill Cornell Medicine, Center for Autism and the Developing Brain, New York–Presbyterian Hospital, White Plains, New York

Mary E. McDonald, PhD, Department of Specialized Programs in Education, Hofstra University, Hempstead, New York

Keith D. McGoldrick, PhD, Neurology, Learning and Behavior Center, Salt Lake City, Utah

Gary B. Mesibov, PhD, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Joanna L. Mussey, PhD, TEACCH Autism Program, and Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Jack A. Naglieri, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia

Sarah O’Kelley, PhD, Department of Psychology, University of Alabama at Birmingham, Birmingham, Alabama

Sally Ozonoff, PhD, Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California Davis Medical Center, Sacramento, California

Mark Palmieri, PsyD, Center for Children with Special Needs, Glastonbury, Connecticut

Rhea Paul, PhD, Department of Speech–Language Pathology, Sacred Heart University, Fairfield, Connecticut

Lauren Pepa, PhD, Weill Cornell Medicine, Center for Autism and the Developing Brain, New York–Presbyterian Hospital, White Plains, New York

Kelly K. Powell, PhD, Child Study Center, Yale School of Medicine, New Haven, Connecticut

Cara E. Pugliese, PhD, Division of Neuropsychology, Center for Autism Spectrum Disorders, Children’s National Medical Center, Washington, DC

Ifat Gamliel Seidman, PhD, Department of Psychology, The Hebrew University of Jerusalem, Jerusalem, Israel

Victoria Shea, PhD, TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Isaac C. Smith, MS, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Katherine D. Tsatsanis, PhD, Child Study Center, Yale School of Medicine, New Haven, Connecticut

Susan W. White, PhD, Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Tristyn Teel Wilkerson, PsyD, Neurology, Learning and Behavior Center, Salt Lake City, Utah

Kaitlyn P. Wilson, PhD, Department of Audiology, Speech–Language Pathology, and Deaf Studies, Towson University, Towson, Maryland

Nurit Yirmiya, PhD, Department of Psychology, The Hebrew University of Jerusalem, Jerusalem, Israel

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Audience

Clinical and school psychologists, neuropsychologists, child psychiatrists, special educators, speech–language pathologists, social workers, and counselors; also of interest to pediatricians.

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Course Use

May serve as a supplemental text in graduate-level courses.

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New to this edition:

• Chapter on key implications of DSM-5 diagnostic criteria, plus related updates throughout the volume.
• Chapter on advances in early identification (ages 0–3).
• Chapter with in-depth case examples illustrating the evaluation decision-making process and common diagnostic challenges.
• Chapters on pseudoscience (including strategies for advising parents) and future directions in the field.
• Current assessment data, numerous new and revised measures, and cutting-edge screening approaches.