Assessing Communication in Children with Autism Spectrum Disorder Who Are Minimally Verbal

Abstract

Children with autism spectrum disorder (ASD) who are minimally verbal may often require timely and tailored intervention to optimize their short- and long-term communication outcomes. Effective intervention relies on appropriate and accurate assessment. The purposes of this review are to summarize current and emerging issues and practices in the assessment of these children and to consider implications for research and clinical practice. There is growing awareness of the need for improved assessment practices and emerging consensus regarding principles that should underpin the assessment process. Enhanced use of existing assessment tools, as well adoption of emerging tools, has the potential to improve practice. However, there remains a general lack of specific, sensitive, and clinically useful tools for this population. Although the importance of appropriate assessment for children with ASD who are minimally verbal is well established, there remains a critical need for concerted effort to enhance approaches currently available.