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dc.contributor.advisorBedore, Lisa M.
dc.contributor.committeeMemberSundarrajan, Madhu
dc.creatorJauregui, Linda Beatriz
dc.date.accessioned2016-10-13T15:42:50Z
dc.date.accessioned2018-01-22T22:30:46Z
dc.date.available2016-10-13T15:42:50Z
dc.date.available2018-01-22T22:30:46Z
dc.date.issued2016-05
dc.date.submittedMay 2016
dc.identifierdoi:10.15781/T2F766839
dc.identifier.urihttp://hdl.handle.net/2152/41628
dc.description.abstractThe purpose of this study was to determine the best type of diagnostics to use in kindergarten aged bilingual children with autism spectrum disorders (ASD) using evidence-based practices. The Educational Resources Information Center (ERIC) and American Speech Language and Hearing Association’s (ASHA) journal databases were used to find citations. The following outcome terms were used: diagnosis, assessment, screener, standard, Checklist for Autism in Toddlers, CAST, Pervasive Developmental Disorders Screening Test-II, Primary Care Screener, Asperger Syndrome Diagnostic Scale, Autism Behavior Checklist, Autism Quotient- Adolescent Version, Autism Spectrum Screening Questionnaire, Childhood Autism Rating Scale, Gilliam Asperger’s Disorder Scale, Krug Asperger’s Disorder Index, Pervasive Developmental Disorders Screening Test-II, Screening Tool for Autism in Two-Year-Olds, Social Communication Questionnaire. The Autism Diagnostics Interview-Revised was found to be the most efficacious screener for bilingual English-Spanish children.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectAutism
dc.subjectScreener
dc.subjectBilingual
dc.subjectAssessment
dc.titleAn evidence-based practice assessment of efficacious diagnostics for bilingual children with suspected autism spectrum disorders
dc.typeThesis
dc.description.departmentCommunication Sciences and Disorders
dc.type.materialtext
dc.date.updated2016-10-13T15:42:50Z


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