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You can also have the child try to recognize your expressions. Another way to assess emotional expressions and recognition is to tell a story and to ask the child to insert the expressions of the characters involved. Having a child do three simple drawings of a house, tree, and person gives good information about fine motor co-ordination and the child’s perception of himself and his surroundings. Some children do not want to draw, as this has been an unsuccessful area of endeavour for them. The examiner should not persevere in these situations.

Focus on Autism and Other Developmental Disabilities, 17, 3, 138–44. , and Billstedt, E. (2000) Autism and Asperger Syndrome: Co-existence with other clinical disorders. Acta Psychiatrica Scandinavica, 102, 321–30. , and Gillberg, C. (1989) Asperger syndrome – some epidemiological considerations: A research note. Journal of Child Psychology and Psychiatry, 30, 4, 631–38. , and Solomon, M. (2003) Contributions of psychology. In S. J. L. Hendren (eds) Autism Spectrum Disorders: A Research Review for Practitioners.

However, switching topics can be difficult once engaged in such discussions. The parent interview The parent interview can give important details that you may not obtain with the child or adolescent present. However, it is essential to observe the child in the presence of the parents, even for a short period. Eleven areas of content should be addressed in the parent interview: (1) transitions and changes, (2) friends, (3) social behaviour, (4) sensory sensitivities, (5) routines, (6) special interests and exceptional skills, (7) school, (8) communication skills, (9) early developmental history, (10) motor skills and sports, and (11) family history.

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