Use the ASIEP-3 to identify functional abilities and instructional needs of children with autism.
 

Improvements in the ASIEP-3:

• Current norms based on a representative sample of the U.S. population

• Standard scores and percentile ranks for ages 2-0 to 13-11 years

• All record forms provided in a standard format

• More item analyses

• More reliability and validity studies

 

Autism Screening Instrument for Educational Planning: Third Edition (ASIEP-3)
by David A. Krug, Ph.D., Joel R. Arick, Ph.D., and Patricia J. Almond, Ph.D.

This individually administered instrument helps professionals evaluate children with autism and develop appropriate instructional plans. It can also be used for differential diagnosis, as it distinguishes youngsters with autism from those with other severe handicaps.

The Third Edition can be used with children from 2-0 to 13-11 years of age. Like the previous version, the ASIEP-3 looks at five aspects of behavior, which together provide a clear picture of the individual's functional abilities and instructional needs. It is composed of five subtests:

• Autism Behavior Checklist

  • Used during initial screening, this checklist describes 47 behaviors typical of children with autism.

• Sample of Vocal Behavior

  • Measures four characteristics of spontaneous speech--repetitiveness, non-communication, intelligibility, and babbling.

• Interaction Assessment

  • Assesses spontaneous social responses and reactions to requests.

• Educational Assessment

  • Measures functioning in five areas--receptive language, expressive language, body concept, speech imitation, and staying in seat.

• Prognosis of Learning Rate

  • Examines learning acquisition rate, using a discrete trial/direct instruction approach.​
     

Although each subtest is administered in a different way, Record Forms for all five are now provided in a single, standard format. School psychologists, teachers, speech-language pathologists, and other professionals familiar with autism can quickly score the test. It yields standard scores and percentile ranks for each subtest. These can be plotted on a summary profile, which allows the examiner to quickly compare the child's performance to patterns expected for children with autism and for children with other handicaps.This carefully constructed instrument provides a systematic way to assess a group of children who are difficult to test and treat. It comprehensively assesses the developmental behaviors that are most important to the classroom teacher and provides data that can be used to create appropriate educational programs and monitor progress.