Systematic assessment for conditions that may coexist with autism (see recommendation 1.5.15)ĭevelopment of a profile of the child's or young person's strengths, skills, impairments and needs that can be used to create a needs-based management plan, taking into account family and educational context.Ĭommunication of assessment findings to the parent or carer and, if appropriate, the child or young person. ĭetailed questions about parent's or carer's concerns and, if appropriate, the child's or young person's concernsĭetails of the child's or young person's experiences of home life, education and social careĪ developmental history, focusing on developmental and behavioural features consistent with ICD-11 or DSM-5 criteria (consider using an autism-specific tool to gather this information)Īssessment (through interaction with and observation of the child or young person) of social and communication skills and behaviours, focusing on features consistent with ICD-11 or DSM-5 criteria (consider using an autism-specific tool to gather this information)Ī medical history, including prenatal, perinatal and family history, and past and current health conditionsĬonsideration of the differential diagnosis (see recommendation 1.5.7) Signs and symptoms may not be accounted for by disruptive home experiences or parental or carer mental or physical illness. Important information about early development may not be readily available for some children and young people, for example looked-after children and those in the criminal justice system It is necessary to take account of cultural variation, but do not assume that language delay is accounted for because English is not the family's first language or by early hearing difficultiesĪutism may be missed in children or young people with a learning (intellectual) disabilityĪutism may be missed in children or young people who are verbally able When older children or young people present for the first time with possible autism, signs or symptoms may have previously been masked by the child or young person's coping mechanisms and/or a supportive environment true DSM-5 prevalence might have been 3.3 compared to the 3.0 estimated with our approximation). Signs and symptoms will not always have been recognised by parents, carers, children or young people themselves or by other professionals As noted above, we reckon that the conservative bias associated with using DSM-IV symptom measures to approximate DSM-5 criteria reduced the prevalence estimate of DSM-5 PTSD by less than 10 of that estimate (i.e. Classic autism, also known as childhood autism, autistic disorder, (early) infantile autism, infantile psychosis, Kanners autism, Kanners syndrome, or (formerly) just autism, is a neurodevelopmental condition first described by Leo Kanner in 1943. Signs and symptoms should be seen in the context of the child's or young person's overall development Autism may be under-recognised in girls leading to underdiagnosis Testing the construct validity of proposed criteria for DSM-5 autism spectrum disorder Journal of the American Academy of Child & Adolescent Psychiatry, 51 ( 2012 ), pp.
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