ABSTRACT
This chapter reviews some general assessment instruments for autism and other developmental disorders, as well as offer suggestions for additional testing that may or may not be initially provided by public schools or early intervention programs. All children receiving school-based intervention services need an Individualized Education Plan (IEP). Developing an appropriate IEP often presents significant emotional challenges for family members. Reviewing all relevant rules and regulations regarding school placement and IEPs is simply too large a task within context of the present text. In addition, many rules, regulations, and statutes change frequently, and they typically vary by state. One thing that a generalist practitioner can do to help a child with autism, in relation to educational planning and crafting an appropriate IEP, is to assist the family in identifying and selecting an appropriate advocate. Another problem often encountered in developing an IEP is related to the fact that a specific educational service should not be tied to a specific disability.
