Transcript of Microlearning of Second Edition overview
The National Guideline for the assessment and diagnosis of autism in Australia (the Guideline) was first published in 2018. Autism CRC has now published the first updated edition.
This microlearning will step you through the updates made to the Recommendations included in the latest edition of the National Guideline for the assessment and diagnosis of autism in Australia. It is designed to ensure you feel fully informed and supported when implementing Recommendations in clinical practice.
To remain relevant, Guidelines must be updated periodically, given that community views and preferences, as well as research evidence, change over time.
The updated edition of the Guideline builds on, rather than replaces, the evidence that informed the 2018 edition. This means that any learning that you have completed in relation to the 2018 edition, provides you with an excellent foundation for practice to now further build on.
While most Recommendations remain similar in practice, you may find the updated Guideline: easier to read, expands on practical information, allows for increased flexibility, includes updates to language and terminology with a focus on neurodiversity-affirming practice.
This microlearning will highlight four of the key changes between the Guideline editions. While these will give you an understanding of the main updates, we recommend that you download and read the updated Guideline in full.
- New Recommendation layout
- Expansion of Guiding Principles and new section Foundation of Assessment
- Update of the assessment and diagnosis pathway
- Update of language and terminology
Let’s go on a quick journey to highlight the key enhancements to the latest edition of the Guideline.
1. New Recommendation layout
Most Recommendations have not changed in substance, however, they are presented a little differently. Find out how the Recommendations are now presented below.
Shorter Recommendations
The 66 Recommendations are more concise. Importantly, the actual meaning of the majority of original Recommendations has not changed.
Recommendation grading
Recommendations are still consensus-based but have moved to a new international standard for gathering, synthesising, and applying evidence to update Recommendations (GRADE). This has meant a change from Consensus-Based Recommendation (CBR-Grade 1, 2, 3, or 4) to GRADE Recommendation: Strong or conditional*
*This Recommendation is as important as any other. The ‘conditional’ rating refers to factors to consider during implementation.
Good Practice Points
The Recommendations are now accompanied by Good Practice Points that provide practical information to assist practitioners in implementing the Recommendations and aligning their work with evidence-based best practice.
2. Expansion of Guiding Principles and new section Foundations of assessment
Previously the Guideline was underpinned by three sections: Guiding Principles, Important Considerations and Settings. In the updated Guideline, these sections have been consolidated into: Guiding Principles and Foundations of assessment.
The 6 Guiding Principles have expanded to become 11 Guiding Principles. A new section called Foundations of assessment underpins the assessment and diagnosis pathway and all aspects of the assessment and diagnosis of autism. Important Considerations have transitioned to become Good Practice Points underpinning relevant Recommendations.
3. Update of the assessment and diagnosis pathway
What is different?
- The updated assessment and diagnosis pathway provides more flexibility, whilst still being a tiered approach and sufficiently structured to ensure all relevant aspects are included.
- A shift from the wording ‘Single Clinician Diagnostic Evaluation’ to ‘Lead Practitioner Diagnostic Evaluation’ emphasises the practitioner leads the process but draws on information and evidence from all relevant sources including the involvement of other practitioners.
- Clearer guidance for selecting a Lead Practitioner Diagnostic Evaluation or Consensus Team Diagnostic Evaluation (Recommendation 13).
4. Update of language and terminology
There has been an important shift in community understanding and ways of talking about autism. This has resulted in the Guideline adopting a neurodiversity-affirming perspective, where the preferences of the autistic and autism communities are respected.
How has this been translated into the updated edition of the Guideline when talking about autism?
1. Autism Spectrum Disorder (ASD)
The term ‘Autism Spectrum Disorder (ASD)’ is used only when directly referring to DSM-5-TR (DSM-5-TR; American Psychiatric Association, 2022) or ICD-11 (World Health Organization, 2019) diagnostic criteria. Elsewhere, the Guideline refers to autism.
2. Identity-first language
The Guideline now uses identity-first language based on feedback from the autistic and autism communities, while acknowledging that each person’s individual preferences should be respected in clinical practice.
3. Neurodiversity perspective
A neurodiversity perspective acknowledges that people experience and interact with the world in different ways. Inherent in this view is that there is no one ‘normal’ way of thinking, learning, and behaving, and therefore differences in behaviours should not be seen as ‘deficits’.
Adopting a neurodiversity-affirming approach to practice in no way diminishes acknowledgement of the disability experienced by many autistic people, including those with co-occurring intellectual disabilities and/or complex communication needs. Rather, a neurodiversity-affirming approach values and respects each person for who they are and focuses on identifying and addressing their support needs.
Want to find out more?
Download the three infographics below that have been developed to support your learning and clinical practice.
Guiding Principles
This infographic showcases the Guideline’s 11 Guiding Principles that should be followed in the assessment and diagnosis of autism.
Download Assessment and diagnosis pathway A4 infographic
Foundations of assessment
This infographic provides a summary of the Guideline Recommendations relating to the Foundations of assessment, supporting practitioners in the assessment and diagnosis of autism.
Download Foundations of Assessment A3 poster
Assessment and diagnosis process
This infographic provides a summary of the assessment and diagnosis process.
Download Assessment and diagnosis pathway A4 infographic
Thank you.
You have now completed this microlearning.