Utilization of School Nurses During the Evaluation and Identification of Children With Autism Spectrum Disorders

Abstract

This study explored school nurses’ involvement during the identification and treatment of children with autism spectrum disorder (ASD). The extent of school nurses’ collaboration with school psychologists and other educators also was studied. Participants included 100 school nurses, representing 18 states, who completed a survey on ASD. The response rate was 16.45%. The most common involvement (17.87%) reported by school nurses during the evaluation process of children with ASD was the review of medical records. A small percentage of school nurses (13.19%) noted that they collaborated with school psychologists during the evaluation process. In general, it appears that school nurses have more involvement with children with ASD after they have been classified than during the evaluation/identification process.

Improving School Nurse Pain Assessment Practices for Students With Intellectual Disability

“…The ability of students to learn is severely impaired when pain is not addressed, as a student who is in pain or uncomfortable is not able to effectively learn and engage in classroom activities (Gorodzinsky, Hainsworth, & Weisman, 2011;Huguet & Miró, 2008;Logan, Simons, Stein, & Chastain, 2008;Mcintosh & Thomas, 2015). Beyond increasing access to curriculum, school nurses have a duty to address pain in all students in order to maintain comfort and support well-being (Gibbons, Lehr, & Selekman, 2012;McCaffery, 1967).…”

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

“…All volumes and issues in each of the 10 journals from 2007 to 2017 were reviewed. Similar to the McKenney and colleagues () study, a 10‐year period was selected. Articles that focused on ASD were collected and organized (of note, test reviews were not included).…”

“…Thematic analysis is an approach to analyzing qualitative data that involves identifying themes and patterns through organizing data via coding and classifying (Lapadat, ). Similar to McKenney and colleagues (), the current study analyzed article abstracts. The first, third, and fourth authors read the abstracts of each article and determined a list of emerging themes.…”

“…A secondary aim of the study is to determine the need for additional research on ASD assessment and evaluation in school psychology journals. The current study adds to the McKenney and colleagues () article by including more journals and focusing on one of the areas identified as an underpublished topic in school psychology journals: assessment of students with ASD. Moreover, the current study further investigates the frequency of topics researched within the area of ASD assessment and evaluation in school psychology journals to provide insight as to which topics are sufficiently addressed and which need further attention.…”

“Headache Tools to Stay in School”: Assessment, Development, and Implementation of an Educational Guide for School Nurses

“…Collaboration among the student, their family, school officials, and health care professionals is necessary to ensure a smooth transition back to school, with school nurses at the forefront of implementing those health care accommodations within school premises. Many chronically ill students have legally enforced school accommodations that require the school nurse's regular and substantial involvement, but this involvement is also necessary and valuable in cases without Individualized Education Plans . Thus, school nurses' roles and responsibilities have evolved significantly to accommodate these students and their individualized education plans, with increased expectations to evaluate, treat, and manage new and complicated cases previously managed outside of school.…”