School-Based Autism Evaluations in the COVID-19 Era

Autor/inn/en	Brunson McClain, Maryellen; Roanhorse, Tyus T.; Harris, Bryn; Heyborne, Megan; Zemantic, Patricia K.; Azad, Gazi
Titel	School-Based Autism Evaluations in the COVID-19 Era
Quelle	In: School Psychology, 36 (2021) 5, S.377-387 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunson McClain, Maryellen) ORCID (Harris, Bryn) ORCID (Zemantic, Patricia K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000447
Schlagwörter	Autism; Pervasive Developmental Disorders; Evaluation Methods; School Psychologists; School Closing; COVID-19; Pandemics; Telecommunications; Barriers; Role; Best Practices; Student Evaluation; Students with Disabilities; Educational Legislation; Federal Legislation; Screening Tests; Rating Scales; Observation; Student Behavior; Diagnostic Tests; Family Involvement; Agency Cooperation; Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School closings; Schließung; Schließung (von Schulen); Telekommunikationstechnik; Rollen; Schulnote; Studentische Bewertung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Screening-Verfahren; Rating-Skala; Beobachtung; Student behaviour; Schülerverhalten; Diagnostic test; Diagnostischer Test
Abstract	School psychologists play a critical role in school-based Autism (AU) evaluations. Evidence-based AU evaluations should be multimodal, include multiple informants, and assess functioning across several domains. In the current era of COVID-19, school-based AU evaluations have become increasingly complex with school psychologists having to significantly adapt face-to-face evaluation procedures and/or conduct evaluations via teleassessment approaches. This poses profound challenges for some families, many of whom are from vulnerable groups. In the current article, we outline school psychologists' traditional role in school-based AU evaluations and review best practice guidelines. We then discuss the impact of COVID-19 on these processes and provide a framework for school psychologists to use when conducting school-based AU evaluations during this unprecedented time. We also provide resources school psychologists may find useful as they conduct school-based AU evaluations during the COVID-19 pandemic. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01