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Neuropsychological Considerations of Adolescents and Young Adults with High-Functioning Autism Spectrum Disorder for School Psychologists

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Postsecondary Transition for College- or Career-Bound Autistic Students

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Abstract

Neuropsychological assessment is a comprehensive evaluation of multiple domains of an individual’s life including medical history, educational and vocational history, psychosocial and psychiatric history, sensory-motor abilities, and neurocognitive functioning. Although neuropsychological evaluations are often conducted to facilitate differential diagnosis, they can also be used for the determination of capacity in a number of different areas. This includes academic and vocational functioning and potential and ability to execute activities of daily living. This chapter explains how school psychologists can use neuropsychological assessment for the purpose of helping determine the capacity of older adolescents and young adults with high functioning autism spectrum disorder (ASD) to attend and succeed in college and vocational settings. This includes incorporating information about comorbid medical problems and information about neuropsychological domains into an evaluation. The chapter concludes with a discussion of future directions, including evolving technologies.

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Notes

  1. 1.

    At the time of the writing of this chapter, there was emerging discussion about terminology for individuals with ASD. There is a convincing case to be made for using the term “autistic individual” vs. “individual with ASD.” There has also been discussion about the use of the term “High Functioning” with some preferring to not delineate a specific group based on inconsistent terminology. These issues are discussed elsewhere in this text as well. Given the literature review in this chapter was based primarily on sources using the person first language and referring more to individuals who attend college and engage in more independent vocational tasks, that is the language that was used in this chapter. We, however, acknowledge that moving forward there may be increased consensus for different language. Regardless, our recommendation in any clinical, social, or school-based interaction is to ask the individual for their preference and defer to their judgment in conversation and any written document.

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Authors and Affiliations

  1. Department of Educational Psychology, Ball State University, Muncie, IN, USA

    Andrew S. Davis & Michele D. Shetter

  2. Department of Pediatric Psychology and Neuropsychology, Nationwide Children’s Hospital, Columbus, OH, USA

    D. J. Bernat

  3. Department of Pediatrics, The Ohio State University, Columbus, OH, USA

    D. J. Bernat

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  1. Andrew S. Davis
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  2. D. J. Bernat
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  3. Michele D. Shetter
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Correspondence to Andrew S. Davis .

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Editors and Affiliations

  1. School of Psychology and Counseling, Fairleigh Dickinson University, Teaneck, NJ, USA

    Kathleen D. Viezel

  2. Department of Special Education, Ball State University, Muncie, IN, USA

    Susan M. Wilczynski

  3. Department of Educational Psychology, Ball State University, Muncie, IN, USA

    Andrew S. Davis

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Davis, A.S., Bernat, D.J., Shetter, M.D. (2022). Neuropsychological Considerations of Adolescents and Young Adults with High-Functioning Autism Spectrum Disorder for School Psychologists. In: Viezel, K.D., Wilczynski, S.M., Davis, A.S. (eds) Postsecondary Transition for College- or Career-Bound Autistic Students. Springer, Cham. https://doi.org/10.1007/978-3-030-93947-2_3

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