NEUROPSYCHOLOGICAL ASSESSMENT IN THE EARLY IDENTIFICATION OF ASD: GUIDELINES, CHILD DEVELOPMENT, AND HUMANIZED PRACTICE

Abstract

The early identification of Autism Spectrum Disorder (ASD) remains a major challenge in the fields of health and education, particularly because signs of the disorder during the first years of life are often subtle and vary considerably among children. Given the impact of ASD on child development, it is essential to investigate assessment practices capable of identifying early cognitive and behavioral differences. In this context, neuropsychology plays an important role by providing clinical assessment tools and procedures that help identify atypical patterns of attention, language, executive functioning, and social interaction. Thus, this study is justified by the need to understand how neuropsychological assessment contributes to the early identification of ASD. The central research question is: How does neuropsychological assessment contribute to the early recognition of ASD signs in children?. The general objective is to analyze the role of neuropsychology in the early identification of ASD. The specific objectives are to understand the role of the neuropsychologist, examine developmental milestones and play-based activities as tools for clinical observation, and discuss psychodiagnostic assessment based on the use of standardized instruments and a person-centered approach. The hypothesis is that well-structured neuropsychological assessments improve diagnostic accuracy and contribute to more effective early interventions.Methodologically, this study consists of a narrative literature review with a qualitative, exploratory, and descriptive approach. The literature search was conducted in the SciELO and PubMed databases using the keywords “neuropsychology,” “early identification,” “cognitive assessment,” and “child development.” Studies published between 2015 and 2025 that addressed neuropsychological assessment in the identification and diagnosis of ASD were included, while studies that did not meet the established inclusion criteria were excluded. It is concluded that neuropsychological practice integrates the observation of developmental milestones and play-based activities, the technical rigor of validated assessment protocols in Brazil, and empathetic support for families during the feedback process.