Instruments and scales for assessment, screening, and psychoeducational diagnosis of children and adolescents with autism spectrum disorder: a scoping review.

Abstract

Objective: To investigate instruments and scales for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder.

Data source: This review followed the methodological procedures recommended by the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Extension for Scoping Reviews (PRISMA-ScR). Its research question was, "What are the main instruments and scales for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder in school?".

Data synthesis: The study included 16 articles that investigated instruments for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder. The instruments found were the Psychoeducational Profile - Revised (PEP-R), Psychoeducational Profile 3 (PEP-3), and the Wechsler Intelligence Scale for Children (WISC-IV). This indicates a scarcity of instruments and scales for the psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder.

Conclusions: The most used instruments to assess the psychoeducational profile of schoolchildren with autism spectrum disorder include the Revised Psychoeducational Profile (PEP-R) and the Psychoeducational Profile, 3rd Edition (PEP-3), according to scientific literature. There is a scarcity of instruments and scales for the psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder, suggesting the need for further research on the subject.