Part III of Tests

Pervasive Developmental Disorder Screening Test


The Pervasive Developmental Disorder Screening Test (PDDST) (Siegel, 1996) is designed to be administered in settings where concerns about possible autistic spectrum disorders arise. Different "stages" of the PDDST correspond to representative populations in (a) primary care clinics; (b) developmental clinics; and (c) autism clinics. The PDDST is designed as a screening test and is a parent report measure. As such, it does not constitute a full clinical description of early signs of autism but does reflect those early signs that have been found to be reportable by parents and correlated with later clinical diagnosis.


Autism Screening Instrument for Educational Planning (2nd ed.)


The Autism Screening Instrument for Educational Planning (2nd ed.) (ASIEP- 2) (Krug, Arick, & Almond, 1993) is a major revision of one of the most popular individual assessment instruments available for evaluating and planning for subjects with autistic behavior characteristics. Standardized and researched in diagnostic centers throughout the world, ASIEP-2 uses five components to provide data on five unique aspects of behavior with individuals from eighteen months through adult- hood. The components of the ASIEP examine behavior in five areas: Sensory, Relating, Body Concept, Language, and Social Self-Help. The ASIEP-2 samples vocal behavior, assesses interactions and communication, and determines learning rate. In combination, ASIEP-2 subtests provide a profile of abilities in spontaneous verbal behavior, social interaction, educational level, and learning characteristics. Revisions to the ASIEP-2 include a new decision matrix, a new norming table section, and simplified administration of the Prognosis of Learning Rate Subtest. The author reports a strong intercorrelation among the ASIEP-2 subtests and the utility of the battery to distinguish among groups of subjects with a variety of disabilities. ASIEP-2 components have been normed individually. Percentiles and standard scores are provided for the five subtests.


Diagnostic Checklist for Behavior-Disturbed Children (Form E-2)


The Form E-2 Diagnostic Checklist (Rimland, 1971), developed at the Institute for Child Behavior Research, was proposed as an assessment instrument that differentiates between cases of "classical" autism and a broader range of children with "autistic-like" features. Questions on Form E-2 reference behaviors in children between birth and age six years. This questionnaire is completed by the child's parents. The form is intended to be used to identify autism for "biological research." Rimland is clear that Form E-2 is not designed to determine whether or not a child is autistic for the purposes of being admitted to an educational or rehabilitative program.




Gilliam Autism Rating Scale


Designed for use by teachers, parents, and professionals, the Gilliam Autism Rating Scale (GARS) (Gilliam & Janes, 1995) helps to identify and diagnose autism in individuals ages three through twenty-two years and to estimate the severity of the problem. Items on the GARS are based on the definitions of autism adopted by the DSM-IV. The items are grouped into four subtests: stereotyped behaviors, communication, social interaction, and developmental disturbances. The GARS has three core subtests that describe specific and measurable behaviors.


An optional subtest (Developmental Disturbances) allows parents to con- tribute data about their child's development during the first three years of life. Validity and reliability of the instrument are high. Coefficients of reliability (internal consistency, test-retest, and inter-scorer) for the subtests are all in the 0.80s and 0.90s. Behaviors are assessed using objective, frequency-based ratings. The entire scale can be completed in five to ten minutes by persons who have knowledge of the child's behavior or the greatest opportunity to observe him or her. Standard scores and percentiles are provided.