School psychologists and autism identification

Present challenges and potential solutions

Bibliographic Data

ID21376592
AuthorsSuzanne G Margiano (Department of Educational Psychology University of Connecticut Storrs Connecticut USA), Kari A Sassu (0000-0002-6329-4611, Department of Counseling & School Psychology Southern Connecticut University New Haven Connecticut USA), Brittany A Dale (0000-0002-0288-0449, Department of Special Education Ball State University Muncie Indiana USA, corresponding author), Jacqueline M Caemmerer (0000-0001-9555-3625, Department of Educational Psychology University of Connecticut Storrs Connecticut USA), Melissa A Bray (0000-0002-3437-3505, Department of Educational Psychology University of Connecticut Storrs Connecticut USA), Emily Peters (Department of Educational Psychology University of Connecticut Storrs Connecticut USA)
Year2023
Volume60
Issue2
Pages441-451
Publication date2023-02-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22799
OpenAlexW4296187565
LanguageEN
Citations received1
References cited35

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

Autism · Developmental psychology · Identification (biology) · Mathematics education · School psychology · Special education · Applied Psychology · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Psychology

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