What type of questions should educators ask during assessments of students suspected of having ASD?

Asking questions regarding developmental history and social communication skills is crucial when assessing students suspected of having Autism Spectrum Disorder (ASD). This type of inquiry helps educators gather essential information about the student's early development, including milestones related to speech, social interactions, and emotional responses.

Developmental history provides context on how the student has progressed in key areas such as language acquisition, social skills, and the ability to connect with peers. This can help pinpoint specific areas where the student may be experiencing difficulties or exhibiting characteristics indicative of ASD.

Social communication skills are particularly relevant because challenges in these areas are hallmark traits of ASD. By focusing on how a student communicates and interacts socially, educators can better understand the student's needs and tailor interventions or support strategies that address these specific challenges.

In contrast, questions about academic preferences may offer insight into the student’s interests but do not provide comprehensive information about their social and developmental needs. Questions focusing on physical abilities might miss the core characteristics associated with ASD. Lastly, inquiries related to parental occupations are less relevant to understanding the student's behavior and communication skills. Therefore, concentrating on developmental history and social communication skills is the most effective approach for accurately assessing students suspected of having ASD.