Missing and misdiagnosis on the autism spectrum: Potential consequences and implications for practice

Glenys Jones

doi:10.1921/swssr.v18i1.846

Authors

Glenys Jones University of Birmingham

DOI:

https://doi.org/10.1921/swssr.v18i1.846

Abstract

he aim of this paper is to explore the current criteria for giving a diagnosis of autism, the potential benefits of diagnosis and the reasons why this may be missed or misdiagnosed and the possible consequences. It considers whether diagnosis is always necessary and if so, for whom and when. If diagnosis is made to inform intervention, does this happen and from whose perspective and what is the research evidence for current approaches in autism? As there is no definitive medical or genetic test for diagnosing autism, then it is always subjective and diagnostic rates will vary across services and within and between local authorities. The case is made that professionals need to develop ways to ensure that autistic individuals who would benefit from an autism diagnosis are identified so that their needs are met in a timely and appropriate way to prevent the development of mental health problems and to enable a good quality of life. Finally, focusing on the positive aspects of autism and enhancing the wellbeing of parents, carers and the staff in schools and settings should have positive outcomes for all.

Author Biography

Glenys Jones, University of Birmingham

Honorary Lecturer, Autism Centre for Education and Research

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