Asperger’s or Autism Spectrum Disorder
It is most helpful when students provide an evaluation report such as a psychoeducational evaluation or neuropsychological assessment. More current documentation is always preferred since it puts AccessibleNU in a better position to determine reasonable accommodations. Diagnostic reports should be completed by qualified professionals, and should include the following information:
- A clear statement and explanation of the diagnosis and/or functional impacts.
- Measures used for diagnosis (e.g., the Autism Diagnostic Observation Schedule, Empathy Questionnaire, and/or the Adult Asperger’s Assessment).
- Additional measures may include cognitive, speech/language, and possibly sensory and/or motor (Sensory Profile) testing from batteries such as:
- The Wechsler Adult Intelligence Scale-IV
- The Stanford-Binet Intelligence Scales, 5th edition
- The Leiter Test of Nonverbal Intelligence-Revised
- Peabody Picture Vocabulary Test-4
- Clinical Evaluation of Language Fundamentals-5
- Test of Adolescent/Adult Word Finding
- Woodcock-Johnson III
- Beery-Buktenica Developmental Test of Visual-Motor Integration-6
- Tests of executive function (Tower of Hanoi, Behavior Rating Inventory of Executive Function, Trail Making)
- An overview of the diagnostic interview that outlines any type of differential diagnosis such as attention problems, sensory integration problems, seizure disorders, and anxiety disorders.
- Recommended accommodations in a post-secondary setting.
IEPs, 504 Plans, clinical letters, standardized test accommodation information that do not provide diagnostic information are helpful as supplemental information, but not primary information.