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Assessment Considerations for College Students With Autism Spectrum Disorder

Hewitt, Lynne E.

doi: 10.1097/TLD.0000000000000073
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As more students identified with autism spectrum disorders (ASD) graduate high school and aspire to a college education, the need for intervention and support targeted to their needs has become apparent. Designing effective programs of support rests on comprehensive and appropriate assessment. This article provides a critical review of areas to consider in clinical assessment of language, communication, and related areas by the speech–language pathologist working with adolescents and young adults attending, or planning to attend, postsecondary education. Findings of this critical review indicate a growth in research investigating speech, language, communication, and social abilities in adults with ASD. Although the literature provides relatively little explicit evidence for selecting assessments for adults with ASD, the research does provide guidance on areas important to include in a comprehensive assessment. Guidance for planning an assessment, including both formal and informal tools, is provided.

Communication Sciences and Disorders, 200 Health & Human Services, Bowling Green State University, Bowling Green, Ohio.

Corresponding Author: Lynne E. Hewitt, PhD, Communication Sciences and Disorders, 200 Health & Human Services, Bowling Green State University, Bowling Green, OH 43403 (lhewitt@bgsu.edu).

The author has no financial or nonfinancial disclosures to make regarding this work.

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