Coordinating Autism Care across Schools and Medical Settings: Considerations for School Psychologists

Autor/inn/en	Shahidullah, Jeffrey D.; McClain, Maryellen Brunson; Azad, Gazi; Mezher, Katherine R.; McIntyre, Laura Lee
Titel	Coordinating Autism Care across Schools and Medical Settings: Considerations for School Psychologists
Quelle	In: Intervention in School and Clinic, 56 (2020) 2, S.107-114 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shahidullah, Jeffrey D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451220914891
Schlagwörter	Autism; Pervasive Developmental Disorders; Interdisciplinary Approach; Delivery Systems; Teamwork; Allied Health Personnel; Access to Health Care; Barriers; School Psychologists; Role; Facilitators (Individuals); Family Needs; Interpersonal Communication; Primary Health Care; Evidence Based Practice; Professional Development + Suchen Sie Ihr Suchwort? Autismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Auslieferung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Interpersonale Kommunikation; Gesundheitsvorsorge
Abstract	Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01