Testing Accommodations for the Student with an ASD

By Stephen. E. Brock, Ph.D., NCSP

Recent epidemiological studies have clearly demonstrated that the incidence of autism is increasing. Early research suggested classic autism to be relatively rare (4 to 6 per 10,000; Lotter, 1967). But more recent findings suggest that when viewed as a spectrum of disorders and including children at the milder end of the spectrum (i.e., Asperger’s Disorder and Pervasive Developmental Disorder – Not Otherwise Specified) autism is much more prevalent than previously thought (62.6 per 10,000 or 1 in 160; Chakrabarti & Fombonne, 2001).

While improved diagnostic practices and expanded classification systems account for a portion of this increase, it is now believed that yet-to-be-identified factors may have emerged in the last few decades that “place infants and young children at greater risk for developing autism” (Ozonoff & Rogers, 2003, p. 17). Regardless of the cause (or causes) of this increased rate of autism spectrum disorders (ASD), there is no argument that today’s school psychologists are more likely to assess students with autism than in years past. Given this new reality it is essential that school psychologist have knowledge of autism spectrum disorders (ASD) and be prepared to assess these students.

While not all school psychologists will have the training to diagnose a specific ASD, all will likely be required to assess the student with autism or autistic-like behaviors and asked to

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