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Asperger's or Autism Spectrum Disorder

Primary Documentation

It is most helpful when students provide an evaluation report such as a psychoeducational evaluation or neuropsychological assessment. More current documentation is always preferred since it puts AccessibleNU-Q in a better position to determine reasonable accommodations. Diagnostic reports should be completed by qualified professionals, and should include the following information:

  • A clear statement and explanation of the diagnosis and/or functional impacts. 
  • Measures used for diagnosis (e.g., the Autism Diagnostic Observation Schedule, Empathy Questionnaire, and/or the Adult Asperger’s Assessment).
  • Additional measures may include cognitive, speech/language, and possibly sensory and/or motor (Sensory Profile) testing from batteries such as:
    • The Wechsler Adult Intelligence Scale-IV
    • The Stanford-Binet Intelligence Scales, 5th edition
    • The Leiter Test of Nonverbal Intelligence-Revised
    • Peabody Picture Vocabulary Test-4
    • Clinical Evaluation of Language Fundamentals-5
    • Test of Adolescent/Adult Word Finding
    • Woodcock-Johnson III
    • Beery-Buktenica Developmental Test of Visual-Motor Integration-6
    • Tests of executive function (Tower of Hanoi, Behavior Rating Inventory of Executive Function, Trail Making)
  • An overview of the diagnostic interview that outlines any type of differential diagnosis such as attention problems, sensory integration problems, seizure disorders, and anxiety disorders.
  • Recommended accommodations in a post-secondary setting.

Supplemental Documentation

IEPs, 504 Plans, clinical letters, standardized test accommodation information that do not provide diagnostic information are helpful as supplemental information, but not primary information.

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