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Jaci Huws & Robert S.P. Jones
Journal of Intellectual and Developmental Disability, June 2008, Volume 33 (2): 99–107, Informa Healthcare
Although there is extensive research examining parental experiences of assessment and diagnosis of autism, there is a paucity of research from the perspective of individuals with autism. Semi-structured interviews were conducted with nine young people with high functioning autism who were capable of providing a verbal account of their perceptions of autism and diagnosis experiences. Data were analysed using interpretative phenomenological analysis. Diagnosis, and the disclosure of the diagnosis of autism, were embedded in respondents' perceptions of ‘having’ autism. This superordinate theme included five themes: (i) disclosure delay, (ii) providing explanations, (iii) potential effects of labelling, (iv) disruptions and opportunities, and (v) acceptance and avoidance. In relation to the existing literature, it is suggested that the effects of diagnosis, or disclosure of diagnosis, from the perspective of the person with autism be given greater consideration.
Sally Ozonoff, Beth L. Goodin-Jones & Marjorie Solomon
Journal of Clinical Child and Adolescent Psychology, August 2005, Volume 34 (3): 523–40, Routledge
This article reviews evidence-based criteria that can guide practitioners in the selection, use, and interpretation of assessment tools for autism spectrum disorders (ASD). As Mash and Hunsley (2005) discuss in this special section, evidence-based assessment tools not only demonstrate adequate psychometric qualities, but also have relevance to the delivery of services to individuals with the disorder (see also Hayes, Nelson and Jarrett, 1987). Thus, we use what is known about the symptoms, etiologies, developmental course,