A critical review of outcome measures used to evaluate the effectiveness of comprehensive, community based treatment for young children with ASD

• There is a lack of measurement consistency in outcomes for community treatment of preschoolers with ASD.
• Standardized outcome tests are summarized and evaluated for ethical test use and reporting requirements.
• Cognitive and adaptive tests are primary outcomes reported whereas other tests are under-represented.
• Reporting strengths are use of multiple measures, clear sample descriptions, and use of specialized tools for ASD.
• Reporting weaknesses are assessment bias, test substitution, and under-reporting of test modifications.

This review critically evaluates reporting and use of standardized measures to assess community based treatments for young children with Autism Spectrum Disorder (ASD). The Standards for Educational and Psychological Testing (AERPA, APA & NCME, 1999), a best practice framework for reporting standardized test results, guides the evaluation. Fifty three different outcome measures are identified across 45 studies representing twelve countries. Adaptive behavior, specifically the Vineland Adaptive Behavior Scales and cognitive measures continue to be primary outcome tools, despite a lack of clear fit to core ASD diagnostic constructs. Behavioral, ASD specific, language, social communication, and family wellness tools are under represented. Reporting strengths are use of multiple measures, clear sample descriptions, and use of specialized tools for ASD. Reporting weaknesses are assessment bias, test substitution, and under reporting of test modifications. Clinical and research implications are discussed.