LEARN
Clear family guidance that separates learning support from diagnosis and states evidence limits openly.
Attention and behaviour evaluation
Rating scales organize observations, but diagnosis requires symptoms, impact, more than one setting, multiple informants, and alternative explanations.
External instruments
The Autism Treatment Evaluation Checklist is intended to track change over time, not to diagnose. METAMI provides information and an official link only.
Screening and evaluation
Screening can indicate who may benefit from further evaluation. It is not a diagnosis, and results must stay within the instrument's intended scope.
Support during learning
Help the learner re-enter the task with a question, cue, or different example, then reduce support so independent work remains visible.
Learning difficulties
Learning difficulty can take different forms. Sound evaluation uses several methods rather than one score to decide every need.
Observing learning
Before judging ability, separate instruction clarity, task load, distractions, feelings, and the opportunity to show the skill.
Communication and support
Reduce the memory load of directions while keeping the target skill intact, then fade support as the routine becomes steady.
Reading
Separate sound, letter, word, and meaning demands, then choose a short activity that matches the learner's current skill.
METAMI Research Preview
The three Research Preview tools answer different support questions, keep records on the device, and are not screening, diagnostic, or standardized assessments.
Social understanding
A careful introduction to reasoning about another person's knowledge or beliefs, with the limits of experimental tasks and interpretation.
Access to content
Pictures, audio, and text change task demands in different ways. They can provide several entry points without becoming permanent learner labels.
Choosing learning materials
Separate the main goal from reading, writing, visual search, and decoration so the activity measures what it intends to invite.