Assessment is the action of measuring and explaining a concept. Psychometric assessment is a standard and scientific method used to measure individual mental capabilities and behavior styles. Professionals use tools that are based on cultural norms and scientific rules to evaluate the problematic domain in children with special needs. These tools and assessment techniques play a vital role in diagnosing a child, understanding its specific needs, constructing management and therapy plans.

ARCL focusses on an interdisciplinary approach, through which a comprehensive assessment that addresses a range of areas is conducted by professionals with expertise across a number of fields. An interdisciplinary approach to assessment results in the strongest diagnostic and programming decisions.

There are two ways to assess special needs:

Formal Assessment

Formal assessments are systematic, preplanned tests that allow us to measure how well a child has mastered learning outcomes. The goal of formal assessments is to evaluate the amount of knowledge that the child has retained from what they are taught. Following are the standardized tools that are used in ARCL:

    • Autism Diagnostic Observation Schedule (ADOS)
    • Childhood Autism Rating Scale II (CARS)
    • Portage Guide Early Education Plan (PGEEP)
    • Color Progressive Matrices (CPM)
    • Standard Progressive Matrices (SPM)
    • Child Adaptive Behavior Scale (CABS)
    • Assessment of Basic Language and Learning Skills (ABLLS-R)
Informal Assessment

Informal assessments involve observing the learner as they learn and evaluating them from the data gathered. It can be compared to a formal assessment that involves evaluating a learner’s level of functions in a formal way such as: through an exam or structure in a continuous assessment. Following are the ways to assess the child in an informal structure at ARCL:

    • Subjective Observation
    • Parents Interview
    • Behaviour Rating Scale

Because early intervention makes a critical difference in the progress of people with ASDs, delay in identification is a matter of great concern. However, even the best instruments are meaningless when those interpreting them do not have the training and experience to make accurate judgments. At ARCL assessments are completed by experienced professionals. In addition to initial diagnostic assessment, children are reassessed every six months to evaluate progress and to program interventions accordingly.

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