Assessment Comparison Chart Complete The Chart Below 987068

Assessment Comparison Chart Complete The Chart Below With The N

Complete the chart below with the necessary information about different autism assessments, including their descriptions, formats, types, testing times, age groups, administration methods, examiner requirements, scoring, and reliability measures. Additionally, include a reference page in current APA format with all sources used.

Paper For Above instruction

The purpose of this assignment is to systematically compare five widely used autism assessment tools: the Autism Behavior Checklist (ABC), Autism Diagnostic Observation Schedule (ADOS-2), Checklist for Autism in Toddlers (M-CHAT), Childhood Autism Rating Scale (CARS), and Gilliam Autism Rating Scale (GARS-2). By providing detailed information on each instrument’s purpose, format, administration, testing duration, appropriate age range, scoring methods, examiner requirements, and reliability measures, this comparison facilitates understanding of their respective applications, strengths, and limitations in clinical practice.

Autism spectrum disorder (ASD) is characterized by impairments in social interaction, communication, and repetitive behaviors. Accurate assessment tools are essential for early diagnosis, intervention planning, and monitoring developmental progress. The five assessments outlined vary in their developmental focus, structure, and administration style, offering clinicians options tailored to different age groups and clinical or screening purposes.

Autism Behavior Checklist (ABC)

The ABC is a parent or caregiver-completed questionnaire designed to identify behaviors associated with autism spectrum disorder. Its primary purpose is to screen for autism-related behaviors to determine if further evaluation is warranted. The assessment format includes multiple subscales addressing sensory response, motor skills, and social behaviors, making it comprehensive yet straightforward for screening purposes. It is typically administered as a questionnaire completed by caregivers or teachers, requiring approximately 15-20 minutes. The target age group ranges from early childhood to adulthood. Administrators need basic training to ensure accurate scoring, with scoring based on a Likert-type scale. Reliability metrics demonstrate high internal consistency, with coefficients typically above 0.95, indicating stable measurement (Krug, Arick, & Almond, 1980; Gillis & Witt, 2015).

Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)

The ADOS-2 is a standardized, semi-structured assessment conducted through direct observation of the individual’s behaviors in social and communicative contexts. Its purpose is to provide a comprehensive diagnostic assessment for ASD, supplementing developmental history with current behavior observation. The ADOS-2 is modular, with different modules tailored to speech, language, and age levels, including social interaction, play, and conversation assessment domains. The typical testing time ranges from 30 to 60 minutes. Administered by trained clinicians or psychologists, it involves direct interaction with the individual, employing specific materials and activities designed to elicit behaviors relevant to autism diagnosis. The scoring involves standardized algorithms, and the assessment has high inter-rater reliability and test-retest stability, with reliability coefficients exceeding 0.90 (Lord et al., 2012; Gotham et al., 2009).

Checklist for Autism in Toddlers (M-CHAT)

The M-CHAT is a parent-report screening tool used in early childhood to identify toddlers at risk for ASD. Its purpose is early detection to facilitate timely intervention. The assessment is a brief questionnaire consisting of yes/no questions about behaviors typical of toddlers aged 16 to 30 months. It takes approximately 5-10 minutes to complete. It is administered via paper-pencil or digitally, with parents completing it in clinical or community settings. The main requirement is that the parent or caregiver has observed the child's behaviors. Scoring involves identifying critical risk items requiring follow-up. Reliability studies show acceptable internal consistency with alpha coefficients around 0.80 and good predictive validity (Robins, Casagrande, Barton, & Dumont-Mathieu, 2014; Robins et al., 2001).

Childhood Autism Rating Scale (CARS)

The CARS is a clinician-administered observational rating scale intended to differentiate children with autism from other developmental delays. Its purpose is to assess severity and qualitative behaviors relevant to autism diagnosis. The assessment involves observing behaviors across 15 domains, including social interaction, communication, and stereotyped behaviors. The process typically takes 15-20 minutes, conducted through direct observation and interview. The age range generally covers children aged 2 years and above. The examiner must be trained in behavioral observation and rating scales. Scoring involves a 4-point scale for each item, with higher scores indicating greater severity. The CARS has demonstrated good inter-rater reliability (r > 0.80) and internal consistency (Jeong et al., 2013).

Gilliam Autism Rating Scale, Second Edition (GARS-2)

The GARS-2 is a standardized rating scale completed by parents or teachers to identify autism spectrum behaviors. Its purpose is to screen individuals aged 3 to 22 years for ASD and to estimate severity levels. The assessment includes 42 items organized into three subscales: stereotyped behaviors, communication, and social interaction. It is a questionnaire that typically takes about 10-15 minutes to complete. The examiner must review the responses and score each item, with scoring categories indicating the likelihood of autism. Reliability coefficients are high, with internal consistency exceeding 0.90 and test-retest reliability above 0.85 (Gilliam, 2006; Altevogt et al., 2009).

Conclusion

In clinical practice and research, selecting the appropriate assessment tool depends on factors such as age, purpose (screening vs. diagnosis), setting, and clinician expertise. Screening instruments like the M-CHAT are quick, easy to administer, and valuable for early detection, whereas comprehensive assessments like the ADOS-2 provide detailed observational data crucial for confirmatory diagnosis. Rating scales such as the ABC, CARS, and GARS-2 serve as complementary tools that quantify autism symptom severity and behavioral patterns. Combining these instruments can enhance diagnostic accuracy and individual treatment planning.

References

  • Gotham, K., Risi, S., Pickles, A., & Lord, C. (2009). The Autism Diagnostic Observation Schedule: Revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders, 39(9), 1261-1271.
  • Gilliam, J. (2006). Gilliam Autism Rating Scale-2nd Edition (GARS-2). PRO-ED.
  • Gillis, J., & Witt, N. R. (2015). The Autism Behavior Checklist: An overview. Journal of Autism & Developmental Disorders, 45(4), 1200-1212.
  • Jeong, J. E., et al. (2013). Validity of the Childhood Autism Rating Scale in diagnosing autism spectrum disorder in children. Korean Journal of Pediatrics, 56(1), 1–5.
  • Krug, D. A., Arick, J., & Almond, P. (1980). Autism Behavior Checklist. Autism Research Group.
  • Lord, C., et al. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Western Psychological Services.
  • Robins, D. L., et al. (2014). Validation of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F). Pediatrics, 134(3), e820-e828.
  • Robins, D. L., et al. (2001). The Modified Checklist for Autism in Toddlers: A follow-up study. Journal of Autism and Developmental Disorders, 31(3), 229-238.
  • Altevogt, B. M., et al. (2009). Autism Spectrum Disorders: Challenges and Opportunities. National Academies Press.
  • Gotham, K., et al. (2009). The Autism Diagnostic Observation Schedule: Revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders, 39(9), 1261–1271.

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