Hulac, David

Committee Member

Hess, Robyn S.

Committee Member

Allen, Michael

Committee Member

Peterson, Eric


College of Education and Behavioral Sciences; Department of School Psychology


University of Northern Colorado

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Place of Publication

Greeley, (Colo.)


University of Northern Colorado

Date Created



182 pages

Digital Origin

Born digital


Luallin, Stephanie Susanne. Predictors of Standardized Administration of the Autism Diagnostic Observation Schedule, Second Edition Across Treatment Settings. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2020. The present study explored patterns of use of the ADOS-2 across treatment settings. With an increase in prevalence rates of Autism Spectrum Disorder (ASD), there is a greater need for clinicians across many settings to offer ASD assessment. The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) is a standardized assessment tool that, when administered with fidelity, has high specificity and sensitivity in research settings and is therefore recommended for use in comprehensive ASD evaluations. However, practitioners do not always follow the protocol recommended by assessment developers and research focused on adaptation and accuracy of the ADOS-2 in non-research, community settings have demonstrated improper use and patterns of varying reliability. Participants included 268 community practitioners working in schools, non-ASD specialty clinics, and ASD specialty clinics involved in ASD assessment who reported their use of the ADOS-2 as well as the extent of their ADOS-2 specific training. Participant characteristics were compared with standardized administration of the ADOS- 2. Results revealed that practitioner work setting was a significant predictor of ADOS-2 use. Additionally, those working in clinic settings received a higher level of training on the ADOS-2 compared to school-based evaluators. Neither setting nor level of ADOS-2 training impacted administration standardization of the measure. Implications for school based evaluators are discussed. Specifically, there may be barriers to ADOS-2 use and ADOS-2 specific training for school-based evaluators involved in ASD evaluations. Lastly, limitations of the current study and implications for future research are considered.

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