Thinking Outside of the Assessment Box: Assessing Social Communicative Functioning in Students With ASD The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the ... Article
Article  |   October 01, 2010
Thinking Outside of the Assessment Box: Assessing Social Communicative Functioning in Students With ASD
Author Affiliations & Notes
  • Janet L. Dodd
    Chapman University, Orange, CA
Article Information
School-Based Settings / Language Disorders / Social Communication & Pragmatics Disorders / Attention, Memory & Executive Functions
Article   |   October 01, 2010
Thinking Outside of the Assessment Box: Assessing Social Communicative Functioning in Students With ASD
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 88-98. doi:10.1044/sbi11.3.88
SIG 16 Perspectives on School-Based Issues, October 2010, Vol. 11, 88-98. doi:10.1044/sbi11.3.88

The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the integration of language, social cognition, and higher order executive functions (Coggins, Olswang, Carmichael Olsson, & Timler, 2003) This article will propose an assessment model of social communicative functioning that was developed based on the SCC framework of Coggins and colleagues as a component of the Comprehensive Multidisciplinary Assessment Protocols for Autism Spectrum Disorders (CMAPS; Dodd & Franke, 2010).

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