Autism Spectrum Disorder
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication.The aim of an ASD assessment is to provide a definitive diagnostic opinion about the presence or otherwise of an Autistic Spectrum Disorder (ASD). People with ASD may communicate, interact, behave, and learn in ways that are different from most other people. Sometimes these differences are very obvious and other times they are quite subtle. Due to social limitations, teachers, peers, and parents may have trouble relating and reaching individuals with ASD. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Therefore, a comprehensive understanding of the student’s unique learning needs is necessary to treatment planning. The ASD spectrum includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder (ASD).
A diagnosis of ASD requires a comprehensive evaluation to fully assess the social, emotional and academic challenges for each unique individual. Through the evaluation process, specific needs can be identified, and the most effective intervention plan can be developed.
Our evaluation goals:
- To provide diagnostic clarity and to diagnose ASD as early as possible
- To support the best possible quality of life for children with ASD and their families
- To develop the most effective treatment plan
- To help children with ASD reach their full potential
Communication/Language
Pragmatic language refers to the social language skills that we use in our daily interactions with others. This includes what we say, how we say it, our non-verbal communication (eye contact, facial expressions, body language etc.) and how appropriate our interactions are in a given situation. Pragmatic language includes higher order language skills such as inferencing, predicting, and “reading between the lines,” as well as understanding the “gray area” within verbal and nonverbal communication. Understanding a child’s pragmatic language is important, as it is central to their ability to develop meaningful relationships with others and navigate social situations. It also has implications for academics (i.e., reading comprehension).
Communication challenges: Some children demonstrate challenges with language processing (understanding what they hear) and expressive formulation (finding the words to say what they want to say). Challenges with language processing and expressive formulation can significantly interfere with a child’s performance in school and socially. Language challenges can be a huge barrier to understanding what a teacher is saying, engaging in meaningful conversations with peers and other individuals, keeping up with conversations, and expressing what one might know and think. This can be frustrating for a child. Importantly, challenges with language processing and formulation can be subtle and not recognized by parents and teachers but nonetheless very frustrating and pervasive.
Our evaluations will help you determine:
- Does my child have a language disorder?
- Does my child’s language challenges impact their ability to learn?
- Do language challenges impact my child’s social functioning?
