Overview
The Autism Screening Instrument For Educational Planning – Third Edition (ASIEP-3; Krug, Arick, & Almond, 2008) is an individually-administered, norm-referenced instrument that was developed to identify individuals with autism; assist in developing and monitoring educational programs for individuals on the spectrum; monitor performance and progress; and research autism. The ASIEP-3 consists of the following five standardized components:
- Autism Behavior Checklist: A 57-item questionnaire that is designed to assess characteristics of autism, divided into five subscales: Sensory Behavior, Social Relating, Body and Object Use, Language and Communication Skills, Social and Adaptive Skills
- Sample of Vocal Behavior: An assessment of spontaneous expressive language
- Interaction Assessment: Measurement of a child’s spontaneous social responses and reaction to requests
- Educational Assessment: Assessment of educational skills, including remaining in seat, receptive/expressive language, body concept, and imitation of speech
- Prognosis of Learning Rate: Measurement of rate of learning, using a discrete trial-direct instruction format
The Autism Behavior Checklist (ABC) is completed by someone who knows the child well, and the results of this checklist guide selection of which of the other four components are directly administered to the examinee. The ABC can be purchased separately and has been studied separately from other components of the ASIEP-3, details of which are included below.
Summary
Age: 2 years to 13 years 11 months
Time to Administer: Varies depending on components administered; Autism Behavior Checklist can be administered in 10-20 mins.
Method of Administration: Test consists of five components; component 1 is completed by a parent/teacher- the results indicate which of components 2-5 to administer directly to the child Yields standard scores and percentile ranks.
Subscales: COMPONENTS: Autism Behavior Checklist; Sample of Vocal Behavior; Interaction Assessment; Educational Assessment; Prognosis of Learning Rate
AUTISM BEHAVIOR CHECKLIST- Results indicate cut-off score ranges
Screening/Diagnosis: S
Autism Related Research
Research About ASIEP-3 Use
None FOUND
Research About ABC Use
Research regarding use of previous versions of the ABC (Krug, Arick, & Almond, 1993; before the ASIEP-3) were located. In a factor analytic study (Miranda-Linne & Melin, 2002), no support was found for classifying the 57 items into the five subscales proposed in the measure’s development; rather, the items tended to load differently than originally proposed. In Eaves and Williams (2000), total scores of the ABC and the Pervasive Developmental Disorders Rating Scale (Eaves, 1993) measure overlapping constructs, and both discriminated between participants with autistic disorder and those with diagnoses frequently confused with autistic disorder. Overall accuracy of the ABC was 80%. The authors concluded support for use of the ABC for screening purposes. In a later study, Eaves and Williams (2006) found that the Total Score alpha coefficient of the ABC was adequate for screening purposes, but the reliabilities of the scales were not. Moreover, research conducted by Rellini and colleagues (2004) concluded that the ABC resulted in significantly more false negatives (46%) compared with the Childhood Autism Rating Scale (CARS).