Table 5 HBN diagnostic specific assessments.
From: An open resource for transdiagnostic research in pediatric mental health and learning disorders
Diagnosis | Assessment | Description |
|---|---|---|
Autism Spectrum Disorder | Autism Diagnostic Interview—Revised (ADI-R) | A reliable and valid standardized diagnostic interview developed to aid practitioners in gathering a complete developmental history and current functioning level for an individual being evaluated for ASD. Administered to participants with a referral for autism-specific evaluation. |
Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) | A standardized, semi-structured play-based assessment in which tasks are presented in a standardized manner to elicit and/or highlight the presence or absence of specific behaviors relevant to making an ASD diagnosis. Administered to participants with a referral for autism-specific evaluation. | |
Intellectual Disability | Vineland Adaptive Behavior Scale—Parent/Caregiver Rating Form | A measure of adaptive behavior from birth to adulthood; forms an aid in diagnosing and classifying intellectual and developmental disabilities. Administered to parents of participants with developmental or intellectual disorders. |
Child and Adolescent Psychiatric Assessment Schedule (ChA-PAS) | A semi-structured clinical interview linked to a clinical glossary that guides the ratings. The ChA-PAS has, however, been extended to include ADHD and Behavioral Disorders, as well as axis I psychiatric disorders. It also includes a screen for autistic spectrum disorders. Administered to parents of participants with developmental or intellectual disorders. | |
Speech/Language Disorder | Clinical Evaluation of Language Fundamentals—Fifth Edition (CELF-5) | An individually administered assessment tool made up of 18 subtests organized into four levels of testing that address language content, structure, and use. Administered to children with a referral for an extended language evaluation. |
Test of Language Competence—Expanded Edition (TLC-E) Level 1 | An individually administered, norm-referenced oral language measure which evaluates for delays in the emergence of linguistic competence and in the use of semantic, syntactic, and pragmatic-strategies. An emphasis is placed on assessing within the contextual and situational demands of conversation in addition to basic semantic and syntactic abilities. Administered to children with a referral for an extended language evaluation. | |
Expressive Vocabulary Test, Second Edition (EVT-2) | An individually administered, norm-referenced instrument that assesses expressive vocabulary and word retrieval for children and adults. Administered to children with a referral for an extended language evaluation. | |
Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) | A norm-referenced, wide-range instrument for measuring the receptive (hearing) vocabulary of children and adults. For each item, the examiner says a word, and the examinee responds by selecting the picture that best illustrates that word’s meaning. Administered to children with a referral for an extended language evaluation. | |
Goldman-Fristoe Test of Articulation—III (GFTA-3) | Provides information about a child’s articulation ability by sampling both spontaneous and imitative sound production. Use this test to measure articulation of consonant sounds, determine types of misarticulation, and compare individual performance to national, gender-differentiated norms. Administered to children with a referral for an extended language evaluation. | |
Obsessive Compulsive Disorder (OCD) | Yale-Brown Obsessive Compulsive Scale (Y-BOCS) | A semi-structured clinician-rated instrument that assesses the severity of OCD symptoms. Administered as part of KSADS interview, if indicated. |
Tic Disorder | Yale Global Tic Severity Scale (Y-GTSS) | A semi-structured clinician-rated instrument that assesses the nature of motor and phonic tics. Administered as part of KSADS interview, if indicated. |
