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Assessments

ADI-R

The Autism Diagnostic Interview-Revised (ADI-R) is a standardized diagnostic tool used to assess and diagnose autism spectrum disorder (ASD). It consists of a series of questions and observations about the individual's behaviour and development, as well as information from their caregivers or family members.

 

At Evolve, the ADI-R is administered by a trained professional, such as a BCBA psychologist or psychiatrist, and involves the following steps:

 

  1. Conducting an interview: The interviewer will ask questions about the individual's developmental history, current behaviour, social interaction, communication skills, and repetitive behaviours. The interview typically lasts between 1.5 to 2 hours.

 

  1. Gathering information from caregivers: The interviewer will also ask caregivers or family members to provide information about the individual's behaviour and development.

 

  1. Scoring the interview: The interviewer will score each question based on the individual's responses and the information provided by the caregivers. Scores are then used to determine whether the individual meets criteria for an autism spectrum disorder diagnosis.

 

  1. Generating a report: in combination with the ADOS-2 assessment, the results of the interview are compiled into a report that summarizes the individual's behaviour and development, and whether they meet criteria for an autism spectrum disorder diagnosis.

 

Overall, the ADI-R is an important tool in the diagnosis of autism spectrum disorder and can help clinicians and caregivers better understand an individual's behaviour and development.

ADOS-2

ADOS-2 stands for Autism Diagnostic Observation Schedule, Second Edition. It is a standardized assessment tool used to diagnose autism spectrum disorder (ASD) in individuals of all ages, from toddlers to adults.

 

The ADOS-2 assessment is conducted by a trained clinician and involves a series of structured activities designed to elicit specific behaviours that are characteristic of ASD. These activities include social interactions, communication, play, and imaginative use of materials. The clinician observes and scores the individual's behaviour during the activities and uses these scores, along with other information gathered through interviews and other assessments, to make a diagnosis.

 

The ADOS-2 is considered one of the gold standard assessments for diagnosing ASD, and it is used by clinicians, researchers, and educators around the world. It is also useful for tracking an individual's progress over time and for measuring the effectiveness of interventions and treatments. Some benefits of using the ADOS-2 assessment include:

 

  1. Objective evaluation: The ADOS-2 is a standardized, structured assessment tool that provides an objective evaluation of an individual's social communication skills, social interaction, and restricted and repetitive behaviours.

 

  1. Diagnostic accuracy: The ADOS-2 has been shown to have high diagnostic accuracy for ASD when used by trained and experienced clinicians. It provides a standardized method for diagnosing ASD, which can lead to more accurate and reliable diagnoses.

 

  1. Differentiation from other conditions: The ADOS-2 can help differentiate ASD from other conditions that may have similar symptoms, such as social anxiety disorder or attention deficit hyperactivity disorder (ADHD).

 

  1. Tailored evaluation: The ADOS-2 can be tailored to the individual being assessed, as it has different modules for different age groups and language levels. This allows for a more precise and accurate assessment.

 

  1. Treatment planning: The ADOS-2 can provide valuable information for treatment planning, as it can identify areas of strength and weakness in an individual's social communication skills, social interaction, and restricted and repetitive behaviours. This information can be used to develop individualized treatment plans that target specific areas of need.

 

Overall, the ADOS-2 assessment can provide valuable information for diagnosing and treating individuals with ASD, and can help improve their overall quality of life.

 

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VB-MAPP

The VB-MAPP (Verbal Behaviour Milestones Assessment and Placement Program) is a protocol designed for assessing and teaching language and social skills to children with autism and other developmental disabilities. It is based on the principles of Applied Behaviour Analysis (ABA) and was developed by Dr. Mark Sundberg and his colleagues.

 

The VB-MAPP is divided into three components:

 

  1. Milestones Assessment: This component consists of 170 measurable skills that are organized into three levels. The skills range from basic skills such as eye contact and imitation to more complex skills such as social conversation and perspective taking.

 

   2. Barriers Assessment: This component identifies potential barriers to learning and communication such as problem behaviours, sensory issues, and deficits in motivation or social skills.

 

   3. Transition Assessment: This component helps to determine the child's readiness to move from one level to the next and to plan for the child's transition to less restrictive settings such as school or community programs.

 

The VB-MAPP protocol can be used by behaviour analysts, speech and language pathologists, and special education teachers to assess and develop individualized treatment plans for children with autism and other developmental disabilities. It provides a comprehensive framework for assessing and addressing language and social deficits, and is often used in conjunction with other evidence-based interventions such as discrete trial training and naturalistic teaching strategies.

Vineland Adaptive Behaviour Scales | Third Edition

The Vineland Adaptive Behaviour Scales, Third Edition (Vineland-3) is a standardized assessment tool used to measure adaptive behaviour and social competence in individuals from birth to adulthood. The Vineland-3 assesses an individual's ability to function independently and effectively in everyday life across several domains, including communication, daily living skills, socialization, and motor skills.

 

The Vineland-3 is commonly used in clinical, educational, and research settings to diagnose and evaluate individuals with intellectual and developmental disabilities, autism spectrum disorder, and other neurological and developmental disorders. It is also used to monitor progress, identify areas of strength and weakness, and develop individualized treatment plans.

           

The Vineland-3 consists of three forms: the Comprehensive Interview Form, the Expanded Interview Form, and the Teacher Rating Form. Each form is tailored to different settings and informants, including parents, caregivers, teachers, and other professionals who work with the individual. The Vineland-3 can be administered in-person or online, and scores are reported as standard scores, percentile ranks, and age equivalents.

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