[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-165536-en":3,"doc-seo-165536-105":30,"detail-sidebar-cat-1-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":4,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},165536,962085564807,"Rizky","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",1,158,"General","SASC Guidance on the Assessment and Identification of Autism - Autism Spectrum Conditions - May 2022","Guidance for specialist teacher-assessors on assessing and identifying autism/autism spectrum conditions, with an emphasis on effective, up-to-date information sources and awareness of the needs of autistic children, young people and adults. Covers identity-first language and acknowledges differing terminology preferences. Explains the assessor role when autism is raised alongside suspected specific learning difficulties, highlighting the responsibility to signpost local diagnostic pathways and to anticipate communication and environmental needs. Addresses overlap with other neurodevelopmental conditions and implications for practice.","SASC Guidance on the Assessment and Identification of Autism / Autism Spectrum Conditions\nMay 2022\n\u0003Contents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\n\u0013 HYPERLINK \\l \"_Toc103770112\" \u0014Introduction\t\u0013 PAGEREF _Toc103770112 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770113\" \u0014A note on language\t\u0013 PAGEREF _Toc103770113 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770114\" \u0014The role of specialist teacher-assessors.\t\u0013 PAGEREF _Toc103770114 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770115\" \u0014Overview of Autism / Autism Spectrum Conditions\t\u0013 PAGEREF _Toc103770115 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770116\" \u0014Models of Autism\t\u0013 PAGEREF _Toc103770116 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770117\" \u00141.\tTriad of Impairments \t\u0013 PAGEREF _Toc103770117 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770118\" \u00142.\tDyad Model\t\u0013 PAGEREF _Toc103770118 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770119\" \u00143.\tAreas of Difference\t\u0013 PAGEREF _Toc103770119 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770120\" \u00144.\tThe Autistic Voice\t\u0013 PAGEREF _Toc103770120 \\h \u00146\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770121\" \u0014Current Research Areas\t\u0013 PAGEREF _Toc103770121 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770122\" \u00141.\tGender Differences \t\u0013 PAGEREF _Toc103770122 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770123\" \u00142.\tMental Health \t\u0013 PAGEREF _Toc103770123 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770124\" \u0014Labels and Terminology \t\u0013 PAGEREF _Toc103770124 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770125\" \u0014Diagnostic pathways\t\u0013 PAGEREF _Toc103770125 \\h \u00149\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770126\" \u00141.\tIssues in the use of screening tools\t\u0013 PAGEREF _Toc103770126 \\h \u00149\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770127\" \u00142.\tIdentifying relevant concerns\t\u0013 PAGEREF _Toc103770127 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770128\" \u00143.\tUnderstanding pathways for identification and diagnosis\t\u0013 PAGEREF _Toc103770128 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770129\" \u00144.\tAdult Referrals\t\u0013 PAGEREF _Toc103770129 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770130\" \u00145.\tHigher Education (H.E.) settings\t\u0013 PAGEREF _Toc103770130 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770131\" \u00146.\tSteps for all children, young people and adults\t\u0013 PAGEREF _Toc103770131 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770132\" \u0014Diverse Routes to a Diagnosis – examples and case studies\t\u0013 PAGEREF _Toc103770132 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770133\" \u0014Diagnostic Practice\t\u0013 PAGEREF _Toc103770133 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770134\" \u00141.\tThe National Institute for Health and Care Excellence (NICE) and other guidelines\t\u0013 PAGEREF _Toc103770134 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770135\" \u00142.\tInternational Classification Systems\t\u0013 PAGEREF _Toc103770135 \\h \u001415\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770136\" \u00143.\tGood practice guidelines / National Autism Strategy (NAS)\t\u0013 PAGEREF _Toc103770136 \\h \u001417\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770137\" \u0014Summary and Key Messages\t\u0013 PAGEREF _Toc103770137 \\h \u001418\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770138\" \u0014References\t\u0013 PAGEREF _Toc103770138 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc103770139\" \u0014Appendix 1: Referral letter template\t\u0013 PAGEREF _Toc103770139 \\h \u001421\u0015\u0015\n\u0015\u0004\nIntroduction\nThis guidance was written by:\nDr Sue Sheppard, Specialist Educational Psychologist, Real Psychology, Real Group.\nCaroline Holden, Assessment Issues Coordinator and Vice-Chair SASC Board.\nIn consultation with:\nDr Judith Gould, Clinical Psychologist, Former Director of the Lorna Wing Centre.\nDr Joshua Muggleton, Autistic Clinical Psychologist.\nDr Mark Turner, Managing Director of Real Group. Educational and Child Psychologist. SASC Board member.\nA note on language\nThis paper uses ‘identity-first’ language, i.e. an ‘autistic person' rather than a ‘person with autism’. However, we acknowledge that there are different preferences about the use of this terminology. For some, autism is a core part of their identity and they see themselves as autistic, rather than ‘someone with autism'. Other individuals prefer the term ‘with autism'. See also the sections below discussing The Autistic Voice, P.6 and Labels and Terminology, P.8.\nThis SASC guidance offers up to date sources of information on autism for specialist teacher-assessors. It is designed to increase awareness of the needs of autistic children, young people and adults. Du","cbCair2M0JWush1A","https://ap.wps.com/l/cbCair2M0JWush1A","docx",130162,22,"English","en",105,"# Introduction\n## A note on language\n## The role of specialist teacher-assessors\n## Overview of Autism / Autism Spectrum Conditions\n## Models of Autism\n## Triad of Impairments\n## Dyad Model\n## Areas of Difference\n## The Autistic Voice\n## Diagnostic pathways\n## Diagnostic Practice\n## Summary and Key Messages\n## References\n## Appendix 1: Referral letter template","[{\"question\":\"What language does the guidance recommend when referring to autism?\",\"answer\":\"The paper uses identity-first language (e.g., “an autistic person”) while acknowledging that preferences differ and some people prefer wording like “with autism.”\"},{\"question\":\"Why is specialist teacher-assessor involvement important when autism is suspected alongside specific learning difficulties?\",\"answer\":\"When autism is raised during an assessment for another suspected difficulty, assessors have a responsibility to highlight the best local pathway to potential diagnosis and to apply effective strategies while working with the person.\"},{\"question\":\"How does the guidance address co-occurrence between autism and other neuro-developmental conditions?\",\"answer\":\"It notes frequent co-occurrence and overlap with conditions such as dyslexia and DCD/dyspraxia, emphasizing complex relationships and the need to consider variability in literacy and learning profiles when making referrals and supporting assessment.\"}]","SASC Guidance on the Assessment and Identification of Autism - Autism Spectrum Conditions - May 2022 | DOCX",1788173253,8,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"sasc-guidance-on-the-assessment-and-identification-of-autism-autism-spectrum-conditions-may-2022","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/general/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/sasc-guidance-on-the-assessment-and-identification-of-autism-autism-spectrum-conditions-may-2022/165536/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-08-31",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What language does the guidance recommend when referring to autism?","Question",{"text":75,"@type":76},"The paper uses identity-first language (e.g., “an autistic person”) while acknowledging that preferences differ and some people prefer wording like “with autism.”","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Why is specialist teacher-assessor involvement important when autism is suspected alongside specific learning difficulties?",{"text":80,"@type":76},"When autism is raised during an assessment for another suspected difficulty, assessors have a responsibility to highlight the best local pathway to potential diagnosis and to apply effective strategies while working with the person.",{"name":82,"@type":73,"acceptedAnswer":83},"How does the guidance address co-occurrence between autism and other neuro-developmental conditions?",{"text":84,"@type":76},"It notes frequent co-occurrence and overlap with conditions such as dyslexia and DCD/dyspraxia, emphasizing complex relationships and the need to consider variability in literacy and learning profiles when making referrals and supporting assessment.","https://schema.org",{"og:url":52,"og:type":87,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,98,103,108,113,118,123,128,133],{"id":94,"doc_module":11,"doc_module_name":46,"category_name":95,"show_sort_weight":96,"slug":97},11,"Presentations",90,"presentations",{"id":99,"doc_module":11,"doc_module_name":46,"category_name":100,"show_sort_weight":101,"slug":102},12,"Resumes",80,"resumes",{"id":104,"doc_module":11,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},14,"Invoices",70,"invoices",{"id":109,"doc_module":11,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},15,"Posters",60,"posters",{"id":114,"doc_module":11,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},16,"Social Media",50,"social-media",{"id":119,"doc_module":11,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},17,"Forms",40,"forms",{"id":124,"doc_module":11,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},18,"Letters",30,"letters",{"id":129,"doc_module":11,"doc_module_name":46,"category_name":130,"show_sort_weight":131,"slug":132},21,"Paper Templates",5,"papers-templates",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":4,"slug":134},"general-158"]