![]() ![]() Understand the ASD diagnostic criteria.This tip sheet does not tell you how to diagnose ASD however, it reviews key factors you will want to consider when implementing a diagnostic program in your practice. It is important for primary care physicians to be prepared with the content knowledge and documentation abilities to make sure that their diagnoses are accurate and well-documented to support children on the autism spectrum. Assisting families in better understanding their child’s strengths and needs for support.Reducing disparities in access to diagnostic services.Primary care ASD diagnosis has some benefits, including: Primary Care Physicians, Are You Thinking About Diagnosing Autism Spectrum Disorder (ASD) in the Medical Home? For more information on caring for children and youth on the autism spectrum, view this AAP clinical report. ![]() This tip sheet does not outline how to diagnose autism however, it reviews key factors clinicians will want to consider when implementing a diagnostic program in practice. Problems of organization and planning hamper independence.This tip sheet offers strategies that primary care pediatricians and other clinicians can use to make an autism diagnosis in the primary care setting. Inflexibility of behaviour causes significant interference with functioning in one or more contexts. For example, a person who is able to speak in full sentences and engages in communication but whose to-and-fro conversation with others fails, and whose attempts to make friends are odd and typically unsuccessful. May appear to have decreased interest in social interactions. Difficulty initiating social interactions, and clear examples of atypical or unsuccessful responses to social overtures of others. Without supports in place, deficits in social communication cause noticeable impairments. Distress and/or difficulty changing focus or action. ![]() Inflexibility of behaviour, difficulty coping with change, or other restricted/repetitive behaviours appear frequently enough to be obvious to the casual observer and interfere with functioning in a variety of contexts. For example, a person who speaks simple sentences, whose interaction is limited to narrow special interests, and who has markedly odd nonverbal communication. Marked deficits in verbal and nonverbal social communication skills social impairments apparent even with supports in place limited initiation of social interactions and reduced or abnormal responses to social overtures from others. Great distress/difficulty changing focus or action. Inflexibility of behaviour, extreme difficulty coping with change, or other restricted/repetitive behaviours, markedly interfere with functioning in all spheres. For example, a person with few words of intelligible speech who rarely initiates interaction and, when he or she does, makes unusual approaches to meet needs only and responds to only very direct social approaches. Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning, very limited initiation of social interactions, and minimal response to social overtures from others. Requiring very substantial support (Level 3) Restricted, Repetitive Behaviours (Criterion B) ![]()
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