Course Introduction

For children with autism, it’s well understood that early intervention is critical for outcomes. While diagnoses are being made at younger ages, too many kids are still slipping through the cracks. How can change that? It seems like every day we see a news article claiming that X, Y, or Z is associated with autism. Brain imaging, eye movements, hormone levels, color of aura… by the time you’re finished reading this sentence there will be some new headline.  But what measures can we, as clinicians, use now to help identify autism in our littlest clients—efficiently, reliably, and early as possible? The five research reviews below (all discussing articles newly published in 2018) each contribute a piece of the puzzle. While there’s still no perfect solution, the assessments, checklists, app(!?), and red flags these researchers describe can give your EI teams an EBP boost. The best part? You’re probably using some of them already.

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. Describe characteristics of high-risk toddlers that correlate with later autism diagnosis.

  2. Recount ways to enlist parents in the autism diagnosis process.

  3. List early language features that correlate with autism diagnosis

Course Type: Text; Web or downloadable PDF

Time: This is a half-hour course.

ASHA CEUs: This course is offered for .05 ASHA CEUs (Intermediate level, Professional area)

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).

Questions? See our frequently asked questions.


Course edited and compiled by:

Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.

Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.

Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.

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This course is offered for .05 ASHA CEUs (Intermediate level, Professional area).