Learning Objectives

CADE Model Diagnostic Assessment Training for ASD

Learning Objectives: CADE Model Diagnostic Assessment Training for ASD


Provide a clear and digestible framework (CADE) of all of the symptoms to address in a diagnostic evaluation for an Autism Spectrum Disorder (ASD) in order to improve ethical competency of clinicians and increase overall accuracy of diagnosis for clients and direction to appropriate intervention services to help clients lead productive and fulfilling lives.


  1. Describe the peer-reviewed research and overall merit of intelligence/cognitive testing for a diverse population of children being evaluated for ASD to improve ethical practice of clinicians, interpretation of data, and address implications of IQ testing in a comprehensive autism evaluation
  2. Define key terms for a competent assessment of communication skills in autism, including narrative coherence, theory of mind and perspective taking. Discuss the relationship between these terms, the application of data and the implications for providing appropriate intervention to children and teenagers who have difficulty in these domains.
  3. Explain social reciprocity and component skills, and discuss how these skills can be used to direct clients to appropriate services based on skill deficit areas, thus promoting greater success for clients and families
  4. List the stages of social development, the rationale behind each of these, and explain that interventions can be targeted to specific skill deficits to benefit clients. Accurate diagnosis alone does not ethically serve clients without the link between skill deficit and intervention
  5. Demonstrate how to interpret data from autism assessment measures comprehensively in order to achieve accurate and ethical diagnoses and direct services for those on the Spectrum
  6. Describe specific adaptive skills that are observable red flags for autism (e.g., hygiene, toileting, eating) so clinicians can provide clients research-based intervention and support for these areas of need
  7. Explain motor function, visual spatial processing and sensory processing concepts in autism as they relate both to differential and comorbid diagnosis and to different skill profiles within the Autism Spectrum that apply to different targets for treatment
  8. Describe supplementary areas of assessment and the symptoms within each that are relevant in autism diagnosis, differential diagnosis and comorbid diagnosis, considering analysis of new peer-reviewed research studies in areas including emotional functioning, attention, learning and behavior so that diagnosis and treatment for ASD includes consideration of best practice guidelines
  9. Recite the 3 Pillars of Assessment (data/profile analysis, observations and interviews) for accurate analysis of data for comprehensive assessment and direction to appropriate supports and services
  10. Demonstrate the application of these 9 objectives addressed above with complex case examples exploring ethical competence in assessment for differential and comorbid diagnosis of ASD and identification of target areas for treatment

CLEAR Child Psychology has no conflicts of interest.