Autism spectrum disorder

Program for Students with Disabilities

Professional guidelines
Updated 2019
CONTENTS
1. Introduction ........................................................................................................................ 3
2. Criteria ................................................................................................................................ 3
3. Guidelines for applying the criteria................................................................................... 4
Rationale for consistent procedure ............................................................................................... 4
Recommended tests .................................................................................................................... 4
Administration of assessments..................................................................................................... 6
Multidisciplinary diagnosis ............................................................................................................ 6
New applications .......................................................................................................................... 6
Year 6-7 review applications ........................................................................................................ 7
Supplementary guidelines for speech pathologists ....................................................................... 7
Language skills in context ............................................................................................................ 8
4. Reporting ............................................................................................................................ 9
Report requirements .................................................................................................................... 9
Report templates.......................................................................................................................... 9
Attachment 1 - Autism spectrum disorder summary report for psychologists ..................... 10
Attachment 2 - Autism spectrum disorder summary report for speech pathologists ........... 14
Attachment 3 - Autsim spectrum disorder supplementary report - cognitive assessment
(Optional) ..................................................................................................................................... 17

Published by the Wellbeing Health and Engagement Division

Department of Education and Training
Melbourne
February 2019

© State of Victoria (Department of Education and Training) 2019

These professional guidelines are provided under a Creative Commons Attribution 4.0 International licence. You are free to re-use
the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if
changes were made and comply with the other licence terms, see: Creative Commons Attribution 4.0 International
The licence does not apply to:
• any images, photographs, trademarks or branding, including the Victorian Government logo and the DET logo; and
• content supplied by third parties.
Copyright queries may be directed to copyright@edumail.vic.gov.au
 1. Introduction
The Program for Students with Disabilities is a targeted supplementary funding program for Victorian government
schools. It provides resources to schools for a defined population of students with disabilities and high needs.
Resources are provided directly to Victorian government schools to support the provision of school-based educational
programs for eligible students with disabilities. Program for Students with Disabilities resources assist schools to meet
their obligations under the Disability Discrimination Act 1992; they do not define or limit the support provided by a
school for a student with a disability.
The Department of Education and Training evaluates Program for Students with Disabilities applications in the light of
documentation and responses to the Educational Needs Questionnaire provided by the school and parent/guardian(s)
during an Application Student Support Group meeting. Program for Students with Disabilities eligibility is determined
using evidence provided by the Student Support Group to address the relevant eligibility criteria.
Educational Needs Questionnaire numbers are nominated by the Student Support Group and documentation from
relevant professionals is submitted with the application, to validate these Educational Needs Questionnaire
numbers. Program for students with Disabilities funding levels are generated from the validated Educational Needs
Questionnaire numbers.
The Program for Students with Disabilities eligibility criteria and Educational Needs Questionnaire descriptors are
published in the Program for Students with Disabilities operational guidelines for schools at:
www.education.vic.gov.au/school/teachers/learningneeds/Pages/psdhandbook.aspx
The Program for Students with Disabilities professional guidelines contain a set of procedures which provide a consistent
approach to the assessment of students solely for the purpose of establishing eligibility for the Program for Students
with Disabilities.
The information in these guidelines is based on the two internationally used systems for classifying psychiatric disorders,
the International Classification of Diseases: Tenth Revision (ICD 10; published by the World Health Organisation, Geneva,
1992) and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM5; published by the American
Psychiatric Association, Washington, 2013).
The essential features of autism spectrum disorder are the presence of:
 persistent deficits in social interaction, social communication,
and
 repetitive patterns of behaviour and restricted interests.

For the purposes of establishing eligibility under the autism spectrum disorder category of the Program for Students
with Disabilities, the assessment of students with an autism spectrum disorder will require a multidisciplinary approach
involving: a registered psychologist; a speech pathologist and; a child psychiatrist or paediatrician who reach a
consensus opinion regarding the student’s presentation.
The diagnosis of autism spectrum disorder may be challenging due to complex nature and range of presentations. It is
therefore important that the group of professionals involved in this application process are experienced, and have a
high level of expertise in the area of autism spectrum disorder.

2. Criteria
The Program for Students with Disabilities eligibility criteria for the autism spectrum disorder category are set out
below:
a) a diagnosis of autism spectrum disorder

AND

b) significant deficits in adaptive behaviour established by a composite score of two standard deviations or more
below the mean on an approved standardised test of adaptive behaviours

3 Autism spectrum disorder February 2019

 AND

c) significant deficits in language skills established by a comprehensive speech pathology assessment

demonstrating language skills equivalent to a composite score* of two standard deviations or more below the
mean.
* i.e. Core Language Score (or its equivalent) OR both Receptive and Expressive Language Scores of 70 or below.

3. Guidelines for applying the criteria

Rationale for consistent procedure

Standardised measures are used as part of the procedure for determining eligibility for the Program for Students with
Disabilities. It is therefore essential that the procedures used are consistent. This requires use of the same measures
to avoid variations in scores attributable to the test instrument rather than differences in individual levels of
performance. While other factors may also be taken into account in determining eligibility for the Program, including
the professional’s judgement regarding a particular student’s level of need, these are factors that supplement the data
obtained from the standardised testing, and do not negate the need for a common test and consistent approach to the
assessment of a student’s abilities.
For this reason, a consistent approach to the assessment and reporting under the autism spectrum disorder category
of the Program for Students with Disabilities has been developed. This procedure involves:

the collation of information standardised administration

regarding the student’s
background and current
presentation
the use of a consistent report
and interpretation of
format
appropriate measures

Recommended tests
The recommended tests, for the purpose of determining eligibility for the Program for Students with Disabilities are
listed below. The most recent edition of tests is recommended, however, superseded editions may be accepted for up
to 24 months following availability of a new edition.

Adaptive behaviour
 Vineland Adaptive Behavior Scales Third Edition (Vineland-3) – Teacher Form Comprehensive Version for
students aged from 3 years to 21 years.
Careful selection of a qualified respondent is critical for obtaining valid results when assessing adaptive behaviour. As
indicated in the Vineland-3 Teacher Form Comprehensive Version manual, the respondent (teacher, kindergarten
teacher, early intervention professional, day care provider) must be very familiar with the everyday behaviour of the
student being evaluated and as a general rule, would have frequent contact with the student for at least two months
before completing the Vineland-3 Teacher Form Comprehensive Version.
In the case of a student who has not previously attended school or preschool, and therefore where no teacher or early
intervention professional is able to complete the Vineland-3 Teacher Form Comprehensive Version, the Vineland-3
Interview Form Comprehensive Version may be used in its place. The Vineland-3 Interview Form Comprehensive
Version should be administered through an interview by the psychologist with the parent/guardian as respondent and
should be accompanied by an explanation from the assessing psychologist as to why the Teacher Form was not used.

4 Autism spectrum disorder February 2019

 Language
 Preschool Language Scale – Australia and New Zealand Language Adaptation – Fifth Edition (PLS-5) for children
aged from 0 years to 7 years 11 months
 Test of Early Language Development – Fourth Edition (TELD-4) for children aged from 3 years to 7 years 11 months
 Test of Early Language Development – Third Edition (TELD-3) for children aged from 2 years to 7 years 11 months
(accepted until 31 December 2019)
 Clinical Evaluation of Language Fundamentals – Preschool – Second Edition, Australian Standardised Edition
(CELF-P2 Australian) for children aged from 3 years to 6 years 11 months
 Clinical Evaluation of Language Fundamentals – Fifth Edition, Australian and New Zealand (CELF–5 A&NZ) for
students aged from 5 years to 21 years
 Clinical Evaluation of Language Fundamentals – Fourth Edition, Australian Standardised Edition (CELF–4
Australian) for students aged from 5 years to 21 years (accepted until December 2019)
 Test of Language Development – Primary – Fourth Edition (TOLD-P:4) for children aged from 4 years to 8 years 11
months
 Test of Language Development – Intermediate – Fourth Edition (TOLD-I:4) for students aged from 8 years to 17
years 11 months
 Comprehensive Assessment of Spoken Language Second Edition (CASL-2) for children aged 3 years to 21 years.
 Comprehensive Assessment of Spoken Language (CASL) for children aged 3 years to 21 years. Please note the
processing index scores (receptive and expressive) can only be calculated for students aged 7 years to 10 years 11
months (accepted until December 2019)
The age ranges of the CELF-P2, CELF-5 and CELF-4 overlap for children aged 5:0 to 6:11. Speech pathologists can use
clinical judgement to choose the appropriate measure for a student in this age range. However, for students suspected
of below average language ability, the CELF-P2 is recommended.

Cognitive assessment of students with an autism spectrum disorder

A cognitive assessment is not a formal requirement for eligibility under the autism spectrum disorder category,
however, cognitive functioning is an important variable that contributes to the accurate diagnosis of students with
autism spectrum disorder, to identify comorbid conditions and inform educational planning.

The cognitive tests recommended for establishing eligibility for other categories of the Program for Students with
Disabilities include:
 Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition Australian and New Zealand Standardised
Edition (WPPSI-IV A&NZ) for children aged from 2 years 6 months to 7 years 7 months
 Wechsler Intelligence Scale for Children –Australian and New Zealand Standardised Fifth Edition (WISC-V A&NZ)
for students aged from 6 years to 16 years 11 months
 Wechsler Adult Intelligence Scale – Fourth Edition, Australian and New Zealand Language Adapted Edition (WAIS-
IV A&NZ) for students aged from 17 years onwards.
PLEASE NOTE: When assessing students with autism spectrum disorder who may have complex communication needs
(little or no speech) refer to: Assessment of students with complex communication needs: Practice guide for
psychologists, supplement to the Program for Students with Disabilities professional guidelines.
This guide provides detailed advice on the assessment of students with complex communication needs, and a range of
alternative tests that may be considered psychologists, as more suitable to assess the cognitive ability of a student with
little or no speech.

5 Autism spectrum disorder February 2019

 Administration of assessments
For the purpose of establishing eligibility under the Program for Students with Disabilities, assessments may be
conducted in pencil and paper, or digital format. This includes the CELF-5, WISC-VA&NZ, WAIS- IVA&NZ Language Adapted
Edition and Vineland Adaptive Behavior Scales Third Edition.
It is not intended that re-assessment take place if the student’s:
 adaptive behaviour has been assessed in the previous 12 months, and/or
 cognitive functioning has been assessed in the previous 24 months, and/or
 language abilities have been assessed in the previous 12 months.
It is the role of reporting professionals to ensure that the documentation available addresses the relevant criteria.
If the previous assessment was conducted using a non-recommended test, the reporting professional must determine
if:
 the available results address the relevant criteria, and include a relevant statement as to why the assessment results
are considered valid, or
 a new assessment using a recommended test is required.
In keeping with best practice it is recognised that there are some students who cannot be assessed using the
recommended tests due to the nature of their disability. If a test instrument other than the recommended measure is
used, a statement as to why this measure was used must be provided.
For students who have difficulty with, or are not able to participate meaningfully in a formal standardised assessment,
it is essential that any attempt made to conduct the assessment is fully documented, with a clear explanation of why
the assessment could not be completed, or why alternative tests were administered and an estimate of the student’s
functioning (range of ability).

Multidisciplinary diagnosis
Multidisciplinary evidence must be provided by professionals with experience and knowledge in the assessment of
autism spectrum disorder.
The multidisciplinary diagnosis includes a diagnostic report from a child psychiatrist or paediatrician, and reports from
a psychologist (including a comprehensive report on an autism spectrum disorder assessment and diagnosis, and a
comprehensive report of a Vineland Adaptive Behavior Scales assessment) and a speech pathologist (including a
comprehensive language/functional/pragmatic language assessment).
It is expected that the psychologist will have undertaken an assessment, including an observation of the student,
interviews with parents/caregivers and teachers, completion of checklists and other relevant assessments and will use
a formal diagnostic framework (e.g. DSM-V), as required.

New applications
An application for the Program for Students with Disabilities must contain current evidence, such as reports and other
documents, which address the eligibility criteria, and identify the student’s level of educational need as demonstrated
by a current Educational Needs Questionnaire.
Under the category of autism spectrum disorder, the following documents are required for a new application:
 A multidisciplinary diagnosis of an autism spectrum disorder consisting of:
A combined diagnostic report involving OR  Separate diagnostic reports from a team including:
 a paediatrician/child psychiatrist, a  a paediatrician/child psychiatrist
psychologist and a speech pathologist
 a psychologist
 a speech pathologist.

6 Autism spectrum disorder February 2019

 Evidence should include:
 A signed report from a paediatrician/child psychiatrist containing a diagnosis of autism spectrum disorder
 A signed report from a psychologist containing an autism spectrum disorder assessment and diagnosis
 A signed report from a psychologist containing a current Vineland Adaptive Behavior Scales assessment (not more
than 12 months old)
 A signed report from a speech pathologist, containing a language assessment (not more than 12 months old) and a
statement about the consistency of the student’s language profile in relation to the diagnosis of autism spectrum
disorder. This statement concurring with the diagnosis of autism spectrum disorder may be contained in the same
report, or a separate one
 Current evidence/appropriate reports to support agreed Educational Needs Questionnaire levels.
For further details, refer to the Program for Students with Disabilities – operational guidelines for schools:
 Documentation checklist (Appendix G).

Year 6-7 review applications

The documentation submitted as part of a Year 6-7 Review should demonstrate whether the student continues to meet
the eligibility criteria and the student’s level of educational need as demonstrated by a current Educational Needs
Questionnaire. Some documents/reports submitted as part of the original application may remain valid, and will not
need to be re-submitted for the Year 6-7 Review.
Under the category of autism spectrum disorder, the following documents are required for a Year 6-7 Review:
 A signed report from a psychologist containing a current Vineland Adaptive Behavior Scales (not more than 12
months old)
 A signed report from a speech pathologist containing a current comprehensive speech pathology assessment (not
more than 12 months old)
 Current evidence/appropriate reports to support agreed Educational Needs Questionnaire levels.
For further details, refer to the Program for Students with Disabilities – operational guidelines for schools:
 Year 6 - 7 Review documentation requirements
 Documentation checklist (Appendix G).

Supplementary guidelines for speech pathologists

There are two types of evidence required of speech pathologists to address the eligibility criteria for the autism
spectrum disorder category of the Program for Students with Disabilities:
1. Assessment report contributing to or concurring with the diagnosis of autism spectrum disorder to address criterion
A.
2. Evidence of a severe language disorder with significant deficits in language skills established by comprehensive
speech pathology assessment demonstrating language skills equivalent to a composite score of two standard
deviations or more below the mean (i.e. Core Language Score, or its equivalent) OR both Receptive and Expressive
Language Scores of 70 or below to address criterion C.
This evidence may be provided by one or more speech pathologists.
In most cases both sets of evidence will be provided by the assessing speech pathologist with appropriate knowledge
of and expertise in the assessment of autism spectrum disorder. However, in cases where current evidence of severe
language disorder has not been included within the autism spectrum disorder assessment report this evidence may be
provided by another speech pathologist.

7 Autism spectrum disorder February 2019

 Language skills in context
There are a small number of students with an autism spectrum disorder whose language skills in the school learning
context are in the ‘severe language disorder’ range, but whose performance on a standardised test of oral language
does not adequately reflect the extent of their difficulties.
For these students, an argument may be made that, although they do not meet the language criterion C based on their
test scores, they functionally demonstrate expressive and receptive language skills in the severely disordered range in
every day contexts that are not reflected in their formal assessment. When the language skills of these students are
considered in the school learning context, they may be considered to meet criterion C of the Program for Students with
Disabilities autism spectrum disorder eligibility criteria.
All students with autism will demonstrate some degree of pragmatic language difficulty. It should be noted that a
pragmatic language disorder alone is not sufficient to meet the language criterion; it is the impact of this disorder on
the student's expressive and receptive language abilities which must be demonstrated through documented evidence
from the learning context.
Pragmatic language difficulties and their impact on functional expressive and receptive language skills are dynamic,
context dependent sets of skills and abilities, and can therefore be difficult to quantify. For this reason an assessment
of the student’s pragmatic language difficulties should contain a number of elements. This could include:
1) Pragmatics Profile/Checklist, e.g.
 CELF-4/CELF-5 Pragmatics Profile
 Children’s Communication Checklist – Second Edition (CCC-2)
2) Standardised assessment, e.g.
 Comprehensive Assessment of Spoken Language (CASL) (until December 2019)
 Comprehensive Assessment of Spoken Language Second Edition (CASL-2)
 CELF-5 Metalinguistics
 Assessment of Comprehension and Expression 6-11 (ACE 6–11)
 Test of Pragmatic Language – Second Edition (TOPL-2)
3) Direct classroom observation with examples of severe expressive and receptive communication breakdown in the
learning context
4) Interviews with parents/teachers
All reports must contain:
5) Discussion/analysis/synthesis of information gathered to demonstrate the functional impact of the student’s
Pragmatic/Severe Expressive and Receptive Language Disorder, particularly in the school learning context.
Test/profile scores, information from interviews and observations provide the raw data which contribute to the profile
of the student’s abilities. Analysis and discussion of these data is essential to demonstrate:
 the extent of the student’s pragmatic difficulties,
 the severity of these difficulties in comparison with age peers,
 how these difficulties impact on the student’s expressive and receptive language skills, with reference to language
examples in the classroom and school more generally. Statements regarding functional language abilities that
impact upon a student's access to the curriculum should be supported with specific examples of receptive and
expressive communication breakdown transcribed from direct classroom observations,
 how the severity of this functional language disorder affects the student’s ability to access the learning of the
classroom.
In order to meet the language eligibility criterion, there must be evidence for, and a cohesive case presented that, in
the school context, the student’s expressive and receptive oral language skills are functionally within the ‘severe
language disorder’ range.

8 Autism spectrum disorder February 2019

 4. Reporting

Report requirements
For the purpose of providing documentation, it is important that the results of the assessment and the relevant
background information are recorded in a consistent manner. A sample template is provided for reporting the results
of the assessment and the relevant details (see Attachments 1-3).
The structure provides a basis for the documentation to be submitted with the Educational Needs Questionnaire when
applying for consideration under the Program for Students with Disabilities.

Report templates
The attached templates are the recommended report format for applications to the Program for Students with
Disabilities. These templates are designed to assist professionals to structure their results and observations and
streamline the report writing process. All reports must be signed and dated for consideration under the Program for
Students with Disabilities.
.

9 Autism spectrum disorder February 2019

 Attachment 1
Program for Students with Disabilities
Autism spectrum disorder summary report
To be completed by the psychologist

1. Student Information
Surname

First name

Date of birth

Gender

Current year level

School

Region

Author

Position

Date

10 Autism spectrum disorder February 2019

 2. Adaptive behaviour assessment
Test name (including edition, form and
version e.g. Vineland-3 Teacher Form,
Comprehensive Version)
Date administered
Student age at assessment
Name of informant
Position of informant
Name of person scoring assessment
Position of person scoring assessment

Domain Standard Scores

Communication
Daily Living Skills
Socialisation
Motor Skills (if administered)
Maladaptive Behaviour (if administered)
Adaptive Behaviour Composite

3. Validity of the assessment of adaptive behaviour

Comment on the validity of the assessment and the observations that inform it.

4. Autism spectrum disorder diagnosis

Multidisciplinary evidence must be provided by professionals with experience and knowledge in the assessment of
autism spectrum disorder.
The multidisciplinary diagnosis includes a comprehensive report from a child psychiatrist or paediatrician, and reports
from a psychologist (including a comprehensive report on an autism spectrum disorder assessment and diagnosis, and
a comprehensive report of a Vineland Adaptive Behavior Scales assessment) and a speech pathologist (including a
comprehensive language/functional/pragmatic language assessment).
It is expected that the psychologist will have undertaken an assessment, including an observation of the student,
interviews with parents/caregivers and teachers, completion of checklists and other relevant assessments, as required
and will have considered the diagnosis using a formal diagnostic framework (e.g. DSM-5).
The following headings and comments are intended to facilitate the structure of the reporting of professional
observations and/or assessments. Please comment under each of these headings even if not considered relevant.
Please attach, and where appropriate, refer to the signed reports of professionals comprising the multidisciplinary
team.

11 Autism spectrum disorder February 2019

 Developmental history
Describe the developmental history of the student including any previous difficulties.

Previous assessments
Provide details of any previous assessments completed with the student.

Previous diagnoses
Provide details of any previous autism spectrum disorder investigations or diagnoses.

Current presentation
Comment on any difficulties the student may currently be having in school based areas such as motor skills, language,
behaviour, safety, hearing, vision, self-care, medical and cognitive.

5. Other comments
Provide any other information that is relevant to an application for the Program for Students with Disabilities.

6. Eligibility statement
Provide a statement of your professional opinion regarding eligibility to submit an application under the category of
autism spectrum disorder.
The documentation provided by the assessing professionals, including the attached reports from a child psychiatrist
or paediatrician; psychologist and; speech pathologist indicates that:
________________ (student’s name) currently presents with ________________.

Name
Position
Psychologist’s registration number
Signed
Date
For provisional psychologists:

Supervising psychologist’s name

12 Autism spectrum disorder February 2019

 Position
Psychologist’s registration number
Signed
Date

Ensure that signed diagnostic reports of all professionals comprising the multidisciplinary team are attached,
including
 child psychiatrist or paediatrician
 psychologist
 speech pathologist

Please note the Program for Students with Disabilities determines program eligibility in light of the documentation
provided. A statement by an assessing professional does not automatically establish eligibility for the program.

13 Autism spectrum disorder February 2019

 Attachment 2
Program for Students with Disabilities
Autism spectrum disorder summary report
To be completed by the speech pathologist

1. Student information
Surname

First name

Date of birth

Gender

Current year level

School

Region

Author

Position

Date

14 Autism spectrum disorder February 2019

 2. Evidence of speech pathology involvement in the multidisciplinary
diagnosis of an autism spectrum disorder to address (criterion a)

Please provide evidence of the speech pathologist’s involvement in the multidisciplinary diagnosis of an autism
spectrum disorder. A copy of the assessment report should be included within the student’s application.
Name of speech pathologist involved in the multidisciplinary Date assessed Report attached
diagnosis of autism spectrum disorder

Yes/No

OR
In cases where a speech pathologist was not involved in the diagnosis of an autism spectrum disorder, a current
comprehensive language assessment must be provided to concur that the student’s current language profile is
consistent with an autism spectrum disorder. Please attach a copy of the assessment report.
Name of speech pathologist conducting assessment Date assessed Report attached

Yes/No

3. Summary of current language assessment to address criterion (c)

Please provide a summary of test scores obtained by the assessing speech pathologist identified above:
Test Used Date assessed Standard score or Standard deviation
quotient
Specify Core Language Score (or its
equivalent)/Expressive Language/
Receptive Language Scores

Name of and position of tester

Test behaviour
Please describe in detail, the student’s behaviour and performance during the assessment, including attention,
concentration, rapport, compliance etc.

Validity of language assessment

Provide interpretation of the student’s language assessment results including the validity of these test scores.
Please consider whether behaviour during the assessment, or any other factors may have significantly impacted upon
the student’s performance during the assessment (history, other diagnoses, English as an Additional Language etc.).

15 Autism spectrum disorder February 2019

 Please report upon any variations to standard administration that may have occurred while assessing the student (e.g.
use of an interpreter for a student with English as an Additional Language).

Students not able to participate in standardised assessments

Where a student is deemed unable to be assessed using the recommended standardised assessments, please provide
comprehensive detail regarding your observations, the student’s response to attempts at assessment administration
and adjustments and accommodations made. Include a discussion about results of alternative assessments, as well as
a professional opinion regarding the student’s language ability (e.g. mild, moderate, severe range).

Pragmatic language and functional language assessments

If required, provide information regarding the student’s pragmatic language skills. Specify assessment(s) used, and
report classroom observations and parent/teacher observations.

Provide discussion and evidence of the student’s severe receptive and expressive language disorder in the school
learning context.

Other comments/relevant assessment results

Provide any other information that is relevant to an application for the Program for Students with Disabilities.

4. Speech pathologist’s summary

Provide a statement about the diagnosis of severe language disorder in the context of a multidisciplinary diagnosis of
an autism spectrum disorder.
It is my professional opinion based on the evidence provided that:
_________________________ (student’s name) currently presents with a severe language disorder and an overall
language profile consistent with an autism spectrum disorder.

Name
Position
Signed
Date

Please note the Program for Students with Disabilities determines program eligibility in light of the documentation
provided. A statement by an assessing professional does not automatically establish eligibility for the program.

16 Autism spectrum disorder February 2019

 Attachment 3
Program for Students with Disabilities
Autism spectrum disorder supplementary report – cognitive assessment (optional)
To be completed by the psychologist

Please note that a cognitive assessment is not required to establish eligibility for the autism spectrum
disorder category of the Program for Students with Disabilities.
When assessing students with complex communication needs, please refer to Assessment of students
with complex communication needs: Practice guide for psychologists, supplement to the Program for
Students with Disabilities professional guidelines, for specific assessment advice.

1. Student information
Surname

First name

Date of birth

Gender

Current year level

School

Region

Author

Position

Date

17 Autism spectrum disorder February 2019

 2. Assessment of cognitive functioning
Test administered (including edition)

Date administered Years months

Age at assessment

Name of tester

Position of tester

Test results
WPPSI-IV WISC-V WAIS-IV Other
VCI VCI VCI
VSI VSI PRI
FRI FRI
WMI WMI WMI
PSI PSI PSI
FSIQ FSIQ FSIQ

WPPSI-IV

VCI VSI FRI WMI PSI

Information Block Design Matrix Picture Bug Search
Reasoning Memory
Similarities Object Assembly Picture Zoo Locations Cancellation
Concepts
(Vocabulary) (Animal
Coding)
(Comprehension)

WISC-V

VCI VSI FRI WMI PSI

Similarities Block Design Matrix Digit Span Coding
Reasoning
Vocabulary Visual Puzzles Figure Picture Span Symbol Search
Weights
(Information) (Picture (Letter-Number Cancellation
Concepts) Sequencing)
(Comprehension) (Arithmetic)

18 Autism spectrum disorder February 2019

 WAIS-IV

VCI PRI WMI PSI

Similarities Block Design Digit Span Symbol Search

Vocabulary Matrix Reasoning Arithmetic Coding

Information Visual Puzzles (Letter-Number (Cancellation)

Sequencing)
(Comprehension) (Picture Completion)

(Figure Weights)

Test behaviour
Please describe in detail the student’s behaviour and performance during the assessment, including attention,
concentration, rapport, compliance etc.

Validity of cognitive assessment

Please consider whether the student’s behaviour during the assessment impacted on performance and provide a
statement as to whether these results are a valid indication of the student’s ability.
Consider also whether other factors (e.g. significant history of trauma, language difficulties, other diagnoses, limited
schooling etc.) may have significantly impacted upon the student’s cognitive assessment results and comment on the
validity of the results given these factors. This is particularly relevant where the student’s full scale score is two or more
standard deviations from the mean.
Please report upon any variations to standard administration that may have occurred while assessing the student (e.g.
when assessing a student with complex communication needs, or use of an interpreter for a student with English as an
Additional Language).

Index discrepancies
Where there is a significant difference at the 95% (p < .05) confidence level between any of the index scores, please
provide an opinion regarding these differences.
Where the student’s full scale score is two or more standard deviations from the mean, please consider the cognitive
profile in the light of all available information, including the history, current presentation, other test results, parent
and teacher reports and any other factors that may have impacted upon the student’s development in determining
whether the results can best be explained by a diagnosis of intellectual disability.

Students not able to participate in standardised assessments

Where a student is deemed unable to be assessed using the recommended standardised tests, please provide
comprehensive detail regarding your observations, the student’s response to attempts at assessment administration
and adjustments and accommodations made. Include a discussion about results of alternative assessments, as well as
a professional opinion regarding the student’s level of cognitive functioning (range of ability).

19 Autism spectrum disorder February 2019

 When assessing students with complex communication needs, please refer to Intellectual disabilities Program for
Students with Disabilities professional guidelines Attachment 3: Cognitive assessment of students with complex
communication needs (nonverbal and minimal speech) and Assessment of students with complex communication
needs: Practice guide for psychologists, supplement to the Program for Students with Disabilities professional
guidelines.
When assessing students who are refugees, have recently arrived in Australia and where English is not their first
language, please refer to Attachment 2: Assessment of refugees and other recent arrivals from non-English speaking
backgrounds of the Intellectual disability Program for Students with Disabilities professional guidelines.

Summary statement of the student’s intellectual functioning:

It is my professional opinion, based on the evidence presented and in accordance with international guidelines, that:
________________ (student’s name) current level of functioning is considered to be within the
________________ range of ability.

Name
Position
Signature
Psychologist’s registration number
Date
For provisional psychologists:

Supervising psychologist’s name

Position
Psychologist’s registration number
Signed
Date
If the assessment of intellectual functioning was not conducted by the reporting psychologist, attach the professional’s signed report.

Please note the Program for Students with Disabilities determines program eligibility in light of the documentation
provided. A statement by an assessing professional does not automatically establish eligibility for the program.

20 Autism spectrum disorder February 2019