Assessment and Diagnostic Practices for Autism Spectrum Disorders: A Survey of Clinicians in Canada

Timely assessment for Autism Spectrum Disorders (ASD) is essential for a comprehensive understanding of child functioning, advising diagnosis, and informing individualized treatment, but many children with milder symptoms of ASD are not diagnosed until they reach school age. American and Australian studies have identified disparities between best practice guidelines and actual clinical procedures for ASD assessment and diagnosis. At the time of this study, no research had been conducted examining school-aged ASD diagnostic practices in Canada. The primary objectives of this study were to understand clinicians’ knowledge and practices in screening and assessing ASD in school-aged children, compare clinicians’ reports of assessment practices to best practice guidelines, and identify assessment challenges. Eighty-six clinicians completed a web-based survey and reported that assessing comorbidities, organizing teams, and identifying ASD in children with milder symptomology were significant challenges. Findings also suggested disparities between reported practice and best practice guidelines in terms of processes implemented and inter-professional consultation practices. Overall, this study provides a snapshot of the current context of assessment and diagnosis for Canadian school-aged children. The findings may suggest training and policy implications, and barriers identified may inform Canadian-specific guidelines for school age children that may alleviate challenges in the diagnostic process