Assessment and diagnosis of autism in children and adolescents in Panama
🧠 Autism Spectrum Disorder (ASD) is defined as a neurodevelopmental disorder of neurobiological origin that typically affects a person's social, communicative, and behavioral areas. Stereotyped, repetitive, or inflexible behaviors may or may not be present. Some authors in the scientific field, such as Bargiela et al. (2016), prefer the term Autism Spectrum Conditions because it is a term that shows greater respect for neurodiversity , emphasizing that within this population group there are differences that make each individual unique, including both strengths and weaknesses that must be addressed to foster their adaptation to the various scenarios and contexts in which they participate.
🧩 It is important to clarify that the severity of symptoms will vary from person to person, ranging from mild to moderate to severe, which is why one of the first steps recommended to parents is to request an evaluation to rule out or confirm possible symptoms related to the diagnostic criteria for autism .
The Role of Neuropsychology in Autism
🧠 This article will address the importance of the role of educational psychology and neuropsychology professionals in the assessment and treatment of autism. It is worth noting that autism, being a neurodevelopmental condition with multiple challenges and needs, may also require the combined assessment, support, and treatment of other professionals. Interprofessional collaboration through a multidisciplinary approach is the model that aligns with best practices for the care and treatment of patients with this diagnosis, given the educational, medical, functional skills, and biopsychosocial needs faced by this population group (Strunk et al., 2017).
Instruments for the Diagnosis of Autism (Gold Standard)
🔎 When we refer to the diagnosis of autism, instruments such as the ADOS-2 (Autism Diagnostic Observation Schedule) and ADI-R (Autism Diagnostic Interview-Revised) naturally stand out. Both tests are considered ideal for confirming or ruling out a diagnosis of autism, especially due to their high levels of diagnostic effectiveness, validity, and sensitivity (Lebersfield et al., 2020; Thabtah & Peebles, 2019). It is important to clarify that, in addition to the aforementioned tests, it is vital to use other techniques such as clinical interviews, observation, assessment of cognitive factors and functional abilities, experience in the diagnosis and treatment of autism, and to rely on the insights of other specialists, so that accurate, objective, and appropriate diagnostic conclusions can be drawn for each clinical case.
🧐 Below I will give you a summary about the purpose, importance and benefits of tests that are recommended in an autism assessment plan .
ADOS-2 (Observation Scale)
✅ ADOS-2 (Autism Diagnostic Observation Schedule): This is a standardized, semi-structured assessment that uses "pressures" applied by the evaluator to create standardized contexts in which it is possible to observe social and communication behaviors, language skills, or the presence of unusual or inappropriate behaviors that may or may not be related to autism symptoms. The ADOS-2 test can be administered to individuals from 12 months of age through adulthood (Lord et al., 2015).
ADI-R (Diagnostic Interview)
✅ ADI-R (Autism Diagnostic Interview-Revised): This 93-question interview focuses on three domains of functioning that are diagnostically important for autism: first, areas related to language/communication; second, areas of reciprocal social interaction; and third, questions related to restricted, repetitive, and stereotyped behaviors and interests. The ADI-R can be administered to patients with a mental age greater than 2 years (Rutter et al., 2011).
ABAS-II (Adaptive Behavior)
✅ ABAS-II (Adaptive Behavior Assessment System): This test is useful for measuring aspects related to adaptive behavior and functional skills. Adaptive skills are the set of competencies a person uses to adapt to the demands of daily life. What does this tell us? It means that the ABAS-II allows us to understand whether communication skills, academic abilities, use of community resources, and home and school life are within the expected range for the person's age, or if some type of intervention plan or specific follow-up is required to help children, adolescents, and adults improve their adaptation in the various environments in which they live (Oakland & Harrison, 2013). If you wish to deepen your knowledge of adaptive behavior, I recommend reading the following article: Adaptive Behavior from a Neuropsychological Perspective.
Intelligence Tests
✅ Intelligence tests: Intelligence scales allow us to understand the level of cognitive functioning of the person being evaluated, considering verbal, non-verbal, perceptual, working memory, and processing speed. Intelligence assessments can help us predict future academic performance, taking into account the individual's unique strengths and weaknesses. If you would like more information on the topic of intelligence, I recommend reading the following article: Intelligence from the perspective of neuropsychology and education .
Neuropsychological Maturity
✅ Neuropsychological Maturity (CUMANES and CUMANIN-2): Neuropsychological maturity refers to the level of development, maturation, and organization of the nervous system, enabling a person to function adaptively and effectively in response to the various demands of their environment (Morales & Rincón, 2016). If you wish to deepen your understanding of neuropsychological maturity, I invite you to read the following article: Neuropsychological Maturity and its Importance in Panamanian Education .
Treatment and Therapeutic Intervention
✋🏻 The assessment itself is only one part of the process, as the results may subsequently lead to recommendations for speech therapy, behavioral therapy, sensory therapy, neuropsychological stimulation, and educational support services. In the behavioral area, Applied Behavior Analysis (ABA) applies learning principles to decrease, increase, maintain, or generalize targeted and priority behaviors (Mulas et al., 2010). Therefore, it is essential during the assessment to analyze the patient's behavior from the perspective of what they can and cannot do. It is important to ask questions such as: Can the person make eye contact? Are they able to vocalize sounds? Do they initiate conversations? Are there any disruptive or unusual behaviors that are out of place in the context? The answers to these questions will help the professional contextualize behavioral modification programs to meet the needs of each individual case.
Support Institutions and Foundations in Panama
🧐 There are several foundations and government institutions that provide advice, support, and guidance to families who need to expand their knowledge about autism. Some of these places are:
Panamanian Institute for Special Education (IPHE)
🧐 There are several foundations and government institutions that provide advice, support, and guidance to families who need to expand their knowledge about autism. Some of these places are:
✅ The Panamanian Institute for Special Education (IPHE) offers educational and multidisciplinary support services to individuals diagnosed with autism and other disorders. Currently, IPHE offers the Autism Program for autism, which was established in April 1976 and later legally recognized on March 9, 1989, by Resolution No. 108. For more information about this program, please click here.
✅ The Ann Sullivan Center Panama – CASPAN is a public and social entity, non-profit, with legal status, directed by a board of trustees, which offers resources, services and support for the population with autism and other cognitive disability conditions, their families and the community.
To contact us, you can call or write to us at +507 65356362 and we are happy to assist you with your needs.