Overview

Research and activism have changed the way autism is viewed, labelled and assessed by many, with a growing preference for the neurodiversity paradigm of difference rather than the medical model concept of disorder or impairment.

This eLearning activity will assist participants to understand these contemporary shifts in thinking and what they mean for practice, ensuring that the process of assessment is rigorous and inherently supportive of the dignity, rights, and strengths of autistic people. 

This activity is part of the Autism series consisting of the following separate modules:

1. Autism Foundations
2. Assessment and identification
3. Identifying co-occurring conditions

Contributors

The APS gratefully acknowledges the significant contributions in time and expertise in the development of this activity, guided by an Expert Reference Group, consisting of the following Australian psychologists and educators: Prof. Amanda Richdale, Dr. Emma Goodall, Dr Jessica Paynter, Dr Rachelle Wicks, and Angela North. 

Duration of access

Access to this eLearning activity is for 6 months from the date of confirmed registration.

Level of Learning

Foundational/intermediate. This activity is targeted to those new to the topic and to those who have some previous learning on the topic.

APS CPD-Approved

This activity has been assessed against the APS Standards for CPD activities and approved for its education quality. Learn more about the APS CPD Approval process.

CPD Frequently Asked Questions

Refer to the APS CPD Frequently Asked Questions for general and technical information when undertaking APS Professional development activities.

Learning Outcomes

Upon completion of this eLearning activity, participants should be able to:

• recognise the multi-disciplinary approach to autism assessment,

• outline strengths and limitations of screening tools,

• take a history of development and presenting issues,

• consider common co-occurring conditions and differential diagnoses,

• list tools commonly used for assessing autism,

• communicate their findings effectively with individuals, families and professionals, and

• describe the critical importance of post-assessment support and referral.