What Types of Assessments Are Most Appropriate for Students with Different Disabilities

There are many different types of assessments for students with autism, including autism screenings, diagnostic assessments, functional behavior assessments, cognitive assessments, and adaptive behavior assessments. We’ll briefly touch on each of these. It is important to note that most of these are not exclusive to children with autism. However, they are commonly used to assess students with autism in ABA and special education.

Screening tools–Screeners, such as the Modified Checklist for Autism in Toddlers (M-CHAT) and the Ages and Stages Questionnaire (ASQ), are used by early childhood educators and medical providers to identify children at risk for autism and other developmental delays. If the screener identifies a child at risk for autism, the provider refers the child for a comprehensive diagnostic evaluation.

Diagnostic assessment–Diagnostic evaluations encompass a more thorough assessment process utilizing multiple tools to ensure an accurate and reliable diagnosis. During diagnostic evaluations, diagnosticians use assessment tools like the Childhood Autism Rating Scale (CARS), the Vineland Adaptive Behavior Scale, and the Autism Diagnostic Observation Schedule (ADOS). The results of these assessments inform the diagnostician of whether the child meets the diagnostic criteria of autism spectrum disorder.

Functional Behavior Assessment (FBA)–Behavior analysts, psychologists, and other qualified professionals conduct FBAs to identify the function of a student’s interfering behaviors. FBAs include various indirect tools, including interviews, checklists, and rating scales. They also include direct methods, such as direct observation and ABC data collection. FBAs are a vital prerequisite for developing an individualized Behavior Intervention Plan (BIP) to address the student’s behavioral needs.

Cognitive assessments–Assessments such as the Woodcock-Johnson Test of Cognitive Abilities measure students’ intellectual abilities. These assessments evaluate cognitive functioning in memory, attention, problem-solving, and reasoning. Cognitive assessments can be beneficial for identifying learning disabilities and helping educators better understand their students' learning profiles. However, they have many limitations for use with children with autism. One major barrier is that autistic students' social, communication, sensory, and behavior challenges often make it difficult to administer cognitive assessments.

Adaptive behavior assessments–Educators and behavior analysts conduct adaptive behavior assessments to measure students’ functional skills in domains such as communication, social skills, self-advocacy, and vocation. The Assessment of Functional Living Skills (AFLS) and Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) are two common adaptive behavior assessments for assessing a wide range of skills. These assessments help educators better understand their student's needs beyond academics.