Instruments and scales for assessment, screening, and psychoeducational diagnosis of children and adolescents with autism spectrum disorder: a scoping review.

OBJECTIVE

To investigate instruments and scales for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder.

DATA SOURCE: This review followed the methodological procedures recommended by the Joanna Briggs Institute and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Extension for Scoping Reviews (PRISMA-ScR). Its research question was, "What are the main instruments and scales for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder in school?".

DATA SYNTHESIS: The study included 16 articles that investigated instruments for psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder. The instruments found were the Psychoeducational Profile - Revised (PEP-R), Psychoeducational Profile 3 (PEP-3), and the Wechsler Intelligence Scale for Children (WISC-IV). This indicates a scarcity of instruments and scales for the psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder.

CONCLUSIONS

The most used instruments to assess the psychoeducational profile of schoolchildren with autism spectrum disorder include the Revised Psychoeducational Profile (PEP-R) and the Psychoeducational Profile, 3rd Edition (PEP-3), according to scientific literature. There is a scarcity of instruments and scales for the psychoeducational assessment, screening, and diagnosis of children and adolescents with autism spectrum disorder, suggesting the need for further research on the subject.