• Administer the diagnostic and numeracy scales;
• Interpret the whole battery of the BAS test;
• Execute accurate and reliable administration of the BAS, following standardized procedures and guidelines;
• Support the diagnosed Autistic child or adoloscent through intervention strategies;
• Develop strategies to create inclusive environments that support individuals with disabilities and autism;
• Design, implement, and interpret assessments to inform decision-making and intervention planning;
• Analyze and interpret BAS data to assess students’ areas of strength and growth

• Identify various tools used to diagnose Autism;
• Describe the challenges children and adoloscents diagnosed with Autism face;
• Describe the cognitive development across the lifespan and its implications for education and everyday life;
• Explain the theoretical underpinnings of the BAS testing, understanding the constructs being measured and the rationale behind the assessment system;

• Evaluate different intervention strategies to support the learner;
• Explore the different principles of cognitive processes, including perception, memory, attention, and problem-solving;
• Explore a range of disabilities affecting children/adoloscents and the diverse ways in which these conditions manifest;
• Identify and address common challenges and issues that may arise during scale administration;
• Implement proper techniques for setting up and managing assessment tools and materials;
• Demonstrate ethical standards in BAS testing, ensuring fairness, confidentiality, and integrity in the assessment process.

This module will be assessed through: Assignment and Practical Task.

Core Reading List

1. Barkler, R.A (2015). Attention Defiict Hyperactivity Disorder: A Handbook for Diagnosis & Treatment 4^th Guilford Press: USA
2. Hollander, E., Kolevzon, A., & Coyle, J.T. (2022). Textbook of Autism Spectrum Disorders. Americal Psychiatric Association Publishing: USA
3. Sattler, J., & Hodge R. (2006). Assessment of children: Behavioural, Social and Clinical Foundations. 6^th San Diego, CA: Jerome M. Sattler, Inc.
4. Buron, K.D., & Wolfberg, P. (2014). Learners on the Autism Spectrum Disorder: Preparing Highly Qualified Educators and Related Practitioners. USA: APPC Publishing. 2nd Revised edition.
5. Selamat, N.W., Renganathan, Y., & Karim, A.S. (2018). Intervention Approaches for Children with Autism Spectrum Disorder (ASD) and Attention Hyperactivity Disorder (ADHD): Review of Research between 2013 and 2017.. Journal of Child & Adoloscent Behaviour, 6:1 DOI: 10.4172/2375-4494.1000369
6. Wilinson, L.E. (2014). Autism Spectrum Disorders in Children and Adolescents: Evidence Based Assessment and Intervention In Schools. APA: USA
7. The International Classification of Diseases. WHO (latest edition).
8. Elliott, C.D. (2011). BAS3 British Ability Scales Technical Manual (3^rd Edition). GL Assessment.
9. Elliott, C.D. (2011). BAS3 British Ability Scales Administration Manual (3^rd Edition). GL Assessment

Supplementary Reading List

1. Shephard, E. (2019). Early developmental pathways to childhood symptoms of attention-deficit hyperactivity disorder, anxiety and autism spectrum disorder. Journal of child psychology and psychiatry Vol.60 (9).
2. Sokolova, E., Oerlemans, A.M, Rommelse, N.N., Hartman, C. (2017). A Causal and Mediation Analysis of the Comorbidity Between Attention Deficit Hyperactivity Disorder and Autism. Journal of Autism and Developmental Disorders; Vol. 47(6).
3. Parker, I., Geogarca, E., Harper, D., McLaughlin, T., & Stowell-Smith, M. (1996). Deconstructing Psychopathology. UK: Sage Publications.