Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affect how an individual processes information and interprets the world. Core features of autism are persistent deficits in social interaction and communication and restricted, repetitive or stereotyped patterns of behavior, interests or activities. Each individual with ASD displays a unique combination of characteristics, ranging from mild to severe, requiring individually determined educational and treatment programming.

The first signs of autism appear in early childhood and can be detected by an experienced professional as early as 18 to 24 months of age. Early and accurate identification and intervention can change the trajectory for many children on the autism spectrum. 

• Observation Points for Non-Verbal Single Word Speakers: Lists key areas of observation for ASD observations of student with limited speech. 

• Autism Observation Checklist: Lists common behavioral characteristics for students with ASD in social interactions, communication, and behavior that can be easily highlighted during an observation. 

• Observation Points for ASD Early Language Users: Lists key areas of observation for ASD observations of early language users. 

• Autism Observation Checklist: Lists common behavioral characteristics for students with ASD in social interactions, communication, and behavior that can be easily highlighted during an observation. 

• Observation Points for Non-Verbal Single Word Speakers: Lists key areas of observation for ASD observations of student with limited speech.

• Autism Observation Checklist: Lists common behavioral characteristics for students with ASD in social interactions, communication, and behavior that can be easily highlighted during an observation.

• Observation Points for Fluent Speakers: Lists key areas of observation for ASD observations of student with fluent language.

• Autism Observation Checklist: Lists common behavioral characteristics for students with ASD in social interactions, communication, and behavior that can be easily highlighted during an observation. 

• M-CHAT-R/F: ASD. The primary goal of the M-CHAT-R is to maximize sensitivity, meaning to detect as many cases of ASD as possible. Therefore, there is a high false positive rate, meaning that not all children who score at risk will be diagnosed with ASD. To address this, we have developed the Follow-Up questions (M-CHAT-R/F). Users should be aware that even with the Follow-Up, a significant number of the children who screen positive on the M-CHAT-R will not be diagnosed with ASD; however, these children are at high risk for other developmental disorders or delays, and therefore, evaluation is warranted for any child who screens positive.

• Social Skills Checklist (Elementary-Pre-K): Checklist measuring play behaviors, understanding emotions, self-regulation, flexibility, problem-solving, and conversation skills in young children.

• Autism Social Skills Profile - Bellini: Parents or teachers rate a list of social skills to help evaluators determine educational needs and appropriate interventions.

• Personal Challenges for Young Children: Adapted and simplified version of the Behaviors That May Be Personal Challenges For A Student with ASD checklist. Gathers information on social interaction, communication, and repetitive behavior.

• Social Skills Checklist (Elementary-Pre-K): Checklist measuring play behaviors, understanding emotions, self-regulation, flexibility, problem-solving, and conversation skills in young children.

• Autism Social Skills Profile - Bellini: Parents or teachers rate a list of social skills to help evaluators determine educational needs and appropriate interventions.

• Personal Challenges for Young Children: Adapted and simplified version of the Behaviors That May Be Personal Challenges For A Student with ASD checklist. Gathers information on social interaction, communication, and repetitive behavior.

• School Assessment Rating Scale for High-Functioning ASD: Useful for identification of individuals with high-functioning ASD.

• Social Skills Checklist (Secondary): Checklist measuring use of compliments, understanding emotions, flexibility, problem-solving, and conversation skills in secondary students.

• Autism Social Skills Profile - Bellini: Parents or teachers rate a list of social skills to help evaluators determine educational needs and appropriate interventions.

• Behaviors That May Be Personal Challenges For A Student with ASD: In-depth checklist covering social interaction, communication, repetitive behaviors, learning characteristics, problem behaviors, motor problems, environmental challenges, sensory challenges, and strengths. 

• Social Skills Checklist (Secondary): Checklist measuring use of compliments, understanding emotions, flexibility, problem-solving, and conversation skills in secondary students.

• Autism Social Skills Profile - Bellini: Parents or teachers rate a list of social skills to help evaluators determine educational needs and appropriate interventions.

• Behaviors That May Be Personal Challenges For A Student with ASD: In-depth checklist covering social interaction, communication, repetitive behaviors, learning characteristics, problem behaviors, motor problems, environmental challenges, sensory challenges, and strengths. 

• School Assessment Rating Scale for High-Functioning ASD: Useful for identification of individuals with high-functioning ASD.