Overview
When family members or support providers become concerned that a child is not following a typical developmental course, they turn to experts, including psychologists, educators and medical professionals, for a diagnosis.
At first glance, some people with Autism may appear to have an intellectual disability, sensory processing issues, or problems with hearing or vision, and the diagnosis of Autism may become more challenging.
These conditions can co-occur with Autism and it can be confusing to families when they receive multiple diagnoses. However, it is important to identify Autism, as an accurate and early Autism diagnosis can provide the basis for appropriate educational and home-based support.
There are many differences between a medical diagnosis and an educational determination, or school evaluation, of a disability. For more information about Autism in Ohio, check out the Parent’s Guide to Autism Spectrum Disorder developed by OCALI: https://www.ocali.org/project/ohio_parent_guide_to_ASD
Screening
Early identification is associated with dramatically better outcomes for people with Autism. The earlier a child is diagnosed, the earlier they can begin benefiting from early intervention therapies and education.
The Centers for Disease Control and Prevention’s National Center on Birth Defects and Developmental Disabilities (NCBDD) recommends that all children be screened for Autism by their family pediatrician three times by age three – at nine, 18, and 24 or 30 months. Intervention should start when an Autism diagnosis is suspected rather than when a formal diagnosis is made.
The advantages of early intervention cannot be overemphasized. Children who receive early intervention can make tremendous strides in their overall skill development, leading to improved quality of life.
The CDC provides a wealth of information on the early signs of Autism through its “Learn the Signs. Act Early” initiative.
While there is no one behavioral or communication assessment that can detect Autism, several screening instruments have been developed for use in determining if a child might need further evaluation for developmental delay and/or Autism, including the Ages and Stages Questionnaire (ASQ) and the Modified Checklist for Autism in Toddlers (M-CHAT). For detailed information about these instruments and the research behind them, click here.
While there is no one behavioral or communication assessment that can detect Autism, several screening instruments have been developed for use in determining if a child might need further evaluation for developmental delay and/or Autism, including the Ages and Stages Questionnaire (ASQ) and the Modified Checklist for Autism in Toddlers (M-CHAT). For detailed information about these instruments and the research behind them, click here.
Medical vs Educational Diagnosis
MEDICAL DIAGNOSIS
A medical diagnosis of autism is determined by a licensed healthcare professional, such as a pediatrician, psychologist, or psychiatrist, using criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This diagnosis is clinical and focuses on identifying characteristics of Autism Spectrum Disorder (ASD), such as challenges in social communication, restricted interests, and repetitive behaviors. It is used to access medical treatments, therapies, or accommodations under healthcare systems.
EDUCATIONAL DETERMINATION
An educational determination of Autism Spectrum Disorder is based on the multidisciplinary evaluation conducted by school professionals who work as a team to determine if the symptoms of autism are causing the educational issues that qualifies a student under the category of autism for special education and related services under the Individuals with Disabilities Education Act (IDEA) (Hawkins, 2009).
This is a great document that helps explain the difference between a medical and educational diagnosis
