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Autism and Developmental Disorders
2021. Vol. 19, no. 4, 15–23
doi:10.17759/autdd.2021190402
ISSN: 1994-1617 / 2413-4317 (online)

The Adaptation of Academic Skills Assessment Tool for Students with Autism Spectrum Disorders

202

D.S. Pereverzeva, S.A. Tyushkevich, E.I. Braginets

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Abstract

Development delays in autism spectrum disorders include communication and social interaction deficit, stereotype behavior, cognitive and emotional development challenges. It makes necessary to adapt the academic assessment tools, taking into account the needs of students with ASD. The article is devoted to the description of the procedure of International Performance Indicators in Primary Schools (iPIPS) modification for academic assessment in ASD students enrolled in special education programs of types 8.1 and 8.2 (divided based on intelletual performance level). Presented iPIPS description, detailed analysis of developmental profile in ASD, which can influence the assessment results given. The article discusses adaptation procedure and recommendations for professionals which can be applied depending on the individual characteristics of the student.

General Information

Keywords: autism spectrum disorders (ASD), academic assessment, cognitive development, academic success, iPIPS tool, assessment procedure accommodations, universal assessment design

Journal rubric: Research & Diagnosis of ASD

Article type: scientific article

DOI: https://doi.org/10.17759/autdd.2021190402

Funding. The research carried out within the state assignment of Ministry of Education of the Russian Federation No. 073-00041- 21-05 dated 14.07.2021 «Comprehensive support to children with ASD in the frames of the evidence-based approach»

Received: 06.11.2021

Accepted:

For citation: Pereverzeva D.S., Tyushkevich S.A., Braginets E.I. The Adaptation of Academic Skills Assessment Tool for Students with Autism Spectrum Disorders. Autizm i narusheniya razvitiya = Autism and Developmental Disorders, 2021. Vol. 19, no. 4, pp. 15–23. DOI: 10.17759/autdd.2021190402. (In Russ., аbstr. in Engl.)

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Information About the Authors

Darya S. Pereverzeva, PhD in Psychology, Senior Researcher of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-6881-3337, e-mail: dasha.pereverzeva@gmail.com

Svetlana A. Tyushkevich, PhD in Psychology, Senior Researcher of the scientific laboratory of the Federal Resource Center for Organization of Comprehensive Support to Children with ASD, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9029-2830, e-mail: tyushkevichsv@yandex.ru

Ekaterina I. Braginets, PhD Student, Center for Education Quality Monitoring, Institute of Education, National Research University «Higher School of Economics», Moscow, Russia, ORCID: https://orcid.org/0000-0002-6703-4761, e-mail: ebraginets@hse.ru

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