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February 10th, 2010 | 
Author: will not complete a 3 piece puzzle
will not place rings on an ungraduated ring stacker
will not drink from a cup
diagnosed with autism
will rarely imitate
rarely points, rarely signs, rarely makes eye contact
will not eat solid foods
parent enables the child to engage in maladaptive behaviors
child will not sit for more than a minute-with continued prompting
child will look at pictures in a book and dance to music
it is suspected that this child does have average intelligence to to incidental situations that occurred spontaneously....
child went to teh park with the OT--teh following week--as soon as he saw the OT, he ran for the stroller (which she had used to walk himto teh park
child would hide in corner of parents bedroom and was hard to get out--child presented with desired object--pointed to objhect from across the room..when not given to him (too far away)...he signed more...he knew if he came close he would be grabbed..
many other incidents were child seemed to show good cognition of the situation--remember games he liked and associating games with people he hadn't seen in a week, etc
he does know how to work teh CD player
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You could do a non-verbal test that is shorter. You can do a CTONI or a UNIT. A RIAS would also be an option.
Basically, you would have to allow a lot of breaks, and you would have to do a little sleuth work before hand to find some kind of reinforcer to help you get him through the test.
As others have mentioned, you would have to understand going in that the results would not be completely accurate, but they might give you insight into strengths/weaknesses, which is what the point of IQ testing is to begin with. The reality of it is that IQ tests aren’t really designed to give you a score and that’s it.
Well, we do give cognitive and academic assessments to kids with autism. And the whole time we do, we know that the results aren’t going to be as meaningful as the results of the same test with neurotypical students.
Here’s the thing: we might accidentally stumble upon something that we didn’t know that the kid could do in the test. We might learn something valuable from it. But the test isn’t going to tell as a darn thing about what the kid can’t do because the conditions of autism interfere with the results, especially if the qualified assessor is not someone in the autistic student’s everyday life. If you are a reasonable person testing an autistic kid, you bend the rules of administration–just to get through the test–to the point that the results of the test become statistically invalid. At this point you’re wondering, “Why are we testing this kid?”
You didn’t mention the child’s chronological age. Nevertheless, I wouldn’t bother with IQ testing at this point. Among the earliest priorities should be the development of the best social, daily living and communication skills of which he is capable. This should be done by the application of a comprehensive Applied Behavior Analysis program tailored to the child’s preferences.
Individuals with autism spectrum disorders (ASD’s) have highly variable behaviors and potentials. Some skills may be remarkably well developed while the majority are seriously deficient and limited in their potential development. On the whole, many children with ASD’s are markedly cognitively impaired.
After all is said and done, it may only be possible to make a rough estimate of this child’s cognitive capacities by comparing his behaviors to standard infant/child development scales. Rather than nailing down a number, an estimated category of say Severe or Profound cognitive impairment would be of the most practical and meaningful description possible.