School Psychologists and Autism Identification: Present Challenges and Potential Solutions

Autor/inn/en	Margiano, Suzanne G.; Sassu, Kari A.; Dale, Brittany A.; Caemmerer, Jacqueline M.; Bray, Melissa A.; Peters, Emily
Titel	School Psychologists and Autism Identification: Present Challenges and Potential Solutions
Quelle	In: Psychology in the Schools, 60 (2023) 2, S.441-451 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dale, Brittany A.) ORCID (Caemmerer, Jacqueline M.) ORCID (Bray, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22799
Schlagwörter	School Psychologists; Autism Spectrum Disorders; Disability Identification; Eligibility; Special Education; Educational Diagnosis; Barriers; Professional Development; Educational Needs; Self Esteem + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Autism; Autismus; Eignung; Special needs education; Sonderpädagogik; Sonderschulwesen; Pedagogical diagnostics; Pädagogische Diagnostik; Educational need; Bildungsbedarf; Self-esteem; Selbstaufmerksamkeit
Abstract	Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01