How to Diagnose ASD

There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual's communication, behavior, and developmental levels. However, because many of the behaviors associated with autism are shared with other disorders, various medical tests may rule out or identify other possible causes of the symptoms being exhibited.

Importance of Early Identification

Research indicates that early diagnosis is associated with dramatically better outcomes for individuals with autism. The earlier a child is diagnosed, the earlier he can begin benefiting from one of many specialized interventions.

Diagnostic Criteria (DSM-IV-TR, 2000)

The DSM-IV-TR by American Psychiatric Association (2000) is the most widely used criteria to diagnose autism spectrum disorders in America.

Diagnostic Tools

• Autism Diagnostic Interview – Revised (ADI- R; Rutter, LeCouteur, & Lord, 2003)
• Autism Diagnostic Observation Schedule-Generic (ADOS-G; Lord, Rutter, DiLavore, & Risi, 2001)
• The Checklist for Autism in Toddlers (CHAT; Baron-Cohen, Allen, & Gillberg, 1992)
• Childhood Autism Rating Scale (CARS; Schopler, Reichler, & Renner, 1988)
• Asperger Syndrome Diagnostic Scale (ASDS; Myles, Bock, & Simpson, 2001)

Red Flags

The Centers for Disease Control and Prevention (CDC) provides early indicators of ASD. For example, an individual with an ASD may:

• not play “pretend” games (e.g., pretend to “feed” a doll)
• not point at objects to show interest (point at an airplane flying over)
• not look at objects when another person points at them
• have trouble relating to others or not be interested in other people at all
• avoid eye contact and want to be alone
• have trouble understanding other people's feelings or talking about own feelings
• prefer not to be held or cuddled or might cuddle only when he or she wants to
• appear to be unaware when other people talk to him but respond to sounds
• be very interested in people, but not know how to talk, play, or relate to them
• repeat or echo words or phrases, or repeat words or phrases in place of normal language (echolalia)
• have trouble expressing needs using typical words or motions
• repeat actions over and over again
• have trouble adapting when a routine changes
• have unusual reactions to the way things smell, taste, look, feel, or sound
• lose skills once had (for instance, stop saying words she had been using)
  

For more information, please visit:

http://www.cdc.gov/ncbddd/autism/actearly