18-Credit/Hour Continuing Education Program

Assessment of Autism Spectrum Disorder (Second Edition) - CE Program (BOOK & TEST) - 18 Credits/Hours

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A 18-credit/hour, 150-question CE program based on the Guilford Press title:

Assessment of Autism Spectrum Disorder (Second Edition)

This program will help the participant demonstrate how to craft a scientifically grounded profile of each child’s strengths and difficulties, make a formal diagnosis of ASD, and use assessment data to guide individualized intervention in clinical and school settings. State-of-the-art instruments and approaches for evaluating areas of impairment in ASD and co-occurring behavioral disorders are discussed. Different ages are highlighted, with a primary focus on children. Several chapters address assessment of adolescents and adults.

Target Audience

Psychologists | School Psychologists | Marriage & Family Therapists | Mental Health Counselors | Social Workers

Learning Level

Intermediate

Learning Objectives

Describe the evolution of research that has gone into recognizing ASD as a disorder.
Identify the progress in developing and the limitations of testing instruments that are used in diagnosing ASD.
Compare the DSM’s past criteria for a diagnosis of ASD with the most current criteria.
Discuss the age parameters within which a diagnosis of ASD can be safely made.
Compare behavioral expectations for normal childhood development with those found in children suspected as having ASD.
Discuss the age-related differences in arriving at a diagnosis of ASD.
Identify the social behavioral issues involved in diagnosing ASD.
Demonstrate how to assess language and communication skills in children suspected as having ASD.
Explain the rationale for assessing intellectual functioning in suspected ASD cases and how the information can be used in treatment planning.
Explain the value of assessing neurological functioning in developing a treatment plan in people suspected as having ASD.
Identify the disorders that frequently occur comorbidly in people with ASD.
Describe the tests that are considered to be a “gold standard” for psychiatric diagnosis.
Discuss ways in which school settings can be invaluable resources for identifying children who may have ASD.
Identify ways to proceed from assessment to intervention in those students diagnosed as having ASD.
Compare prevailing misbeliefs about ASD with scientifically-validated assessment and treatment programs.

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and acceptance by state boards, please click here: Continuing Education

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