Autism Spectrum Disorder: Consensus Guidelines on Assessment, Treatment and Research From the British Association for Psychopharmacology
Journal of Psychopharmacology
Howes, O. D., Rogdaki, M., et al. (2018).
Journal of Psychopharmacology, 32(1), 3-29.
This consensus guideline provides pharmacological and non-pharmacological recommendations for the management of autism spectrum disorder (ASD) across the lifespan.
British Association for Psychopharmacology
"Do not provide facilitated communication for adults" on the autism spectrum (D; p. 33).
A specific social-communication intervention should be offered to children and adolescents based on their developmental level, such as play-based strategies to increase joint attention, engagement, and reciprocal communication (A).
The diagnostic process should involve direct clinical assessment of the individual and obtaining the following information, if possible:
<ul>
<li>detailed interview with the parent/caregiver;</li>
<li>reports from school and/or employment;</li>
<li>assessment of cognitive and language skills; and</li>
<li>medical examination (Grade D).</li>
</ul>
The following consensus recommendations were provided for service provision to individuals on the autism spectrum:
<ol>
<li>Re-assess children on the autism spectrum receiving services in adolescence well before their transition date to establish the need for continuing treatment (Grade S).</li>
<li>If continuing treatment is applicable, make arrangements for a smooth transition to adult services and give the information to the young adult on the autism spectrum, and their parent/caregiver, about the necessary treatment and services (Grade S).</li>
<li>"For young people and adults whose needs are complex or severe, use the care programme approach or similar structured approach to coordinate their needs and to aid the transfer between services" (Grade S; p. 35).</li>
<li>Involve the individuals on the autism spectrum and, if appropriate, their parents or carers, in care planning (Grade S).</li>
</ol>
"A multidisciplinary approach is recommended for the diagnosis of [autism spectrum disorder] ASD" (D; p. 11). A multi-disciplinary team should ideally consist of the following professionals:
<ul>
<li>speech-language therapist;</li>
<li>clinical psychologist;</li>
<li>pediatrician or child psychiatrist; and</li>
<li>occupational therapist (Ungraded).</li>
</ul>
"For adults with problems with social interaction, consider a group or individual social-learning programme" (A; p. 33). These programs may include the following strategies to teach the conventions of social engagement:
<ul>
<li>video modeling;</li>
<li>peer/individual feedback;</li>
<li>imitation; and/or</li>
<li>reinforcement (Ungraded).</li>
</ul>
"Social skills training should be offered to adolescents in either group or individual sessions" (A; p. 31).
