Comprehensive Autism Evaluations: Research and Reality

Autor/in	Bella, Zachary A.
Titel	Comprehensive Autism Evaluations: Research and Reality
Quelle	In: Communique, 51 (2022) 4, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Autism Spectrum Disorders; Disability Identification; Intervention; Students with Disabilities; Student Needs; Barriers; Clinical Diagnosis; Best Practices; Evaluation Methods; Special Education; Diagnostic Tests; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Diagnostic test; Diagnostischer Test
Abstract	Early identification of ASD allows for clinical intervention through mental and behavioral health supports, potentially providing individualized services in the educational setting. This article highlights the research-to-practice gap that exists within evaluations for ASD in schools. Lack of training, variability in assessment guidelines, socioeconomic and sociodemographic factors, and the resource-intensive nature of comprehensive evaluations all contribute to the current gap and to deficits in autism-specific support and intervention delivered in educational settings to children who may never receive autism-specific support in health settings. Strategies are offered to help bridge this gap. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01