Journal on Developmental Disabilities
Le journal sur les handicaps du développement

Abstract

While standard testing should be included in a comprehensive assessment of non-speaking and lower functioning children and adults with autism, its limitations with persons with severe autism must be recognized. Researchers should be knowledgeable about the limitations of test-based IQ and mental age scores in this population, so that the results of their experiments will be interpreted accordingly. The use of non-standardized approaches to assessment should be encouraged and accepted in the development of educational programs and assignments in classes, to assist in identifying the modifications that need to be made to facilitate initiation and execution of appropriate responses. Individuals with autistic spectrum disorders who are described as "low functioning" have severe behavioural and communication problems which typically result in their being considered "unstable." Yet psychological assessment with standardized tests is often requested to determine their "level of cognitive functioning." Educational settings generally require such assessment for class assignment and programming; funding sources require it for allocation of funds. And researchers use performance on standardized tests to select and describe subjects and to determine appropriate control groups. 

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