National Study of School Psychologists’ Use of Evidence-Based Assessment in Autism Spectrum Disorder

Aiello, Rachel; Ruble, Lisa A.; Esler, Amy

doi:10.1080/15377903.2016.1236307

Cited by 52 publications

(91 citation statements)

References 61 publications

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“…Although these authors focused on available services to D/HH children with ASD, they also discovered families were frustrated with the lack of assessment professionals during the diagnostic process. Furthermore, the complexity of ASD requires clinicians to have specialized training in that developmental area (Aiello et al, ), thus finding clinicians with training in both specialized areas may be impossible for some families. One mother expressed surprise that more qualified professionals were not available in the large metro area in which the family resided.…”

Section: Discussionmentioning

confidence: 99%

“…Best‐practices in assessment of ASD calls for a multi‐method, multi‐informant approach, which includes the use of interviews and standardized assessment techniques (Aiello, Ruble, & Esler, ). Accurate assessments must be completed by trained individuals with experience working with the D/HH population who are capable in communicating with the child in the child's preferred mode of communication.…”

Section: Introductionmentioning

confidence: 99%

“…Although understanding the differences between typical and atypical language development within the D/HH population is paramount in identifying risk for developmental disorders, diagnosing ASD requires the more specialized assessment of social communication. The Autism Diagnostic Observation Schedule, Second edition (ADOS‐2; Lord et al, ) is often referred to as the gold standard instrument for diagnosing ASD and is considered an essential part when conducting best practices in assessment of autism (Aiello et al, ). The ADOS‐2, however, falls in line with most standardized assessments in its lack of standardization with the D/HH population.…”

Section: Introductionmentioning

confidence: 99%

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The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

Dale

Neild

2019

Psychology in the Schools

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With the increasing prevalence of autism spectrum disorder (ASD), clinicians and schools are receiving a larger number of assessment referrals for eligibility or diagnostic clarification of ASD in children who are deaf and hard of hearing (D/HH).Meeting this increasing demand is often difficult given not all assessment professionals seek specialized ASD training and even fewer have experience working with D/HH children.Therefore, families are disadvantaged because of the lack of assessment professionals who specialize in both these areas.School psychologists without such experience are at-risk for misinterpreting or missing key diagnostic information. This study explored the assessment experiences of four families of D/HH children who have ASD. Hearing parents' and D/HH parents' perspectives were gathered to explore the familyneeds. An open-ended survey asked parents to recall the assessment techniques utilized during the process and relate how their child's language skills were accounted for by the clinician. Parent responses revealed interpreters were utilized for various reasons unique to each family. Families expressed difficulty finding ASD specialists who had experience working with D/HH children. This study highlights the importance of selecting a trained interpreter and emphasizes the need of more professionals who have experience assessing ASD in D/ HH children. K E Y W O R D S American sign language, ASD, assessment, autism, D/HH (ADOS-2; Lord et al., 2012) is often referred to as the gold standard instrument for diagnosing ASD and is considered an essential part when conducting best practices in assessment of autism (Aiello et al., 2017). The ADOS-2, however, falls in line with most standardized assessments in its lack of standardization with the D/HH population. The validation sample of the ADOS-2 did not include individuals who were D/HH (Lord et al., 2012) andtest developers did not include administration modifications for ASL within the administration manual.Furthermore, because the ADOS-2 relies on understanding the child's level of spoken language to determine the proper module for administration, test developers caution its use with children whose main mode of communication is sign language. The ADOS-2 authors explicitly indicate that sign language not be utilized when determining the appropriate module, which would make most children who are D/HH and utilize sign language, regardless of their fluency in ASL, fall in Module 1, preverbal. This approach could result in developmentally inappropriate tasks being administered to a child who actually has more language skills than spoken language would suggest.Little research has been conducted on the efficacy of using the ADOS-2 to diagnose autism in children who are D/HH. In a retrospective chart review sample of 30 children who were D/HH and diagnosed with autism at an academic medical center, the authors determined that only two children were administered the ADOS-2 as part of the diagnostic evaluation; however, results of these administrations wer...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

Dale

Neild

2019

Psychology in the Schools

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“…En la mayoría de estudios revisados, no se especificó el grado de severidad del TEA y la posibilidad de coocurrencia con un diagnóstico comórbido, dos aspectos importantes a tener cuenta, ya que el TEA incluye un amplio espectro de síntomas muy heterogéneos, de manera que cada persona presenta características únicas y los tratamientos que se requieren pueden ser diferentes en cada caso. Por este motivo, investigaciones recientes sugieren que es preferible adoptar una perspectiva ecléctica fundamentada en tratamientos, cuya efectividad esté basada en la evidencia empírica (Aiello, Ruble, y Esler, 2017).…”

Section: Discussionunclassified

La Efectividad De La Metodología Teacch en El Trastorno De Espectro Autista: Estudio De Revisión

Sanz‐Cervera¹,

Andrés²,

Cerezuela³

et al. 2018

Pap. Psicol.

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40l trastorno del espectro autista (TEA) es un trastorno del neurodesarrollo que persiste durante toda la vida y que está caracterizado por: 1) dificultades persistentes en la comunicación e interacción social, presentes en diferentes contextos; y 2) la presencia de patrones de conducta, intereses y actividades restringidos y repetitivos (DSM5; APA, 2013). Este trastorno afecta a quienes lo padecen de manera diferente, en función del grado de severidad y de la posible coocurrencia con otros trastornos, aunque en todos los casos el diagnóstico supone un modo particular de comprender e interaccionar con el mundo, denominado habitualmente "cultura del autismo" (Mesivob, Shea, y Schopler, 2005).En las últimas décadas, se han utilizado diferentes intervenciones para tratar de mejorar el estilo de vida de las personas con TEA. La literatura científica destaca fundamentalmente dos tipos de aproximaciones: 1) intervenciones orientadas a aspectos prácticos, que se llevan a cabo durante un período limitado de tiempo con el objetivo de alcanzar mejoras en un aspecto concreto de la conducta o el desarrollo; y 2) modelos de tratamiento integral (MTI), que consisten en intervenciones implementadas durante períodos de tiempo prolongados con el objetivo de conseguir un amplio impacto en el desarrollo (Odom, Boyd, Hall y Hume, 2010

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“…A gap between school psychologists' current practice and best practices related to school-based assessment of students with ASD has also been documented (Aiello, Ruble, & Esler, 2017;Allen, Robins, & Decker, 2008). In a recent national survey of school psychologists, only 25% reported using best practices for the evaluation of students with ASD in schools (Aiello et al, 2017). One explanation for this research-to-practice gap may be the lack of ASD-focused assessment publications in school psychology journals.…”

mentioning

confidence: 99%

Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017

McClain

Otero

Haverkamp

et al. 2018

Psychology in the Schools

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School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed.

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National Study of School Psychologists’ Use of Evidence-Based Assessment in Autism Spectrum Disorder

Cited by 52 publications

References 61 publications

The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

The assessment needs of families with children who are deaf and hard of hearing referred for an autism spectrum disorder evaluation

La Efectividad De La Metodología Teacch en El Trastorno De Espectro Autista: Estudio De Revisión

Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017

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