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

Autor/inn/en	Aiello, Rachel; Ruble, Lisa; Esler, Amy
Titel	National Study of School Psychologists' Use of Evidence-Based Assessment in Autism Spectrum Disorder
Quelle	In: Journal of Applied School Psychology, 33 (2017) 1, S.67-88 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	School Psychologists; National Surveys; Evidence Based Practice; Pervasive Developmental Disorders; Autism; Young Children; Regression (Statistics); Geographic Location; Evaluation Methods; Intervention; Comparative Analysis; Child Development; Infants; Intelligence Tests; Cognitive Ability; Motor Development; Adults; Cognitive Tests; Predictor Variables; United States; Bayley Scales of Infant Development; Kaufman Assessment Battery for Children; Mullen Scales of Early Learning; Stanford Binet Intelligence Scale; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Autismus; Frühe Kindheit; Regression; Regressionsanalyse; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Intelligence test; Intelligenztest; Denkfähigkeit; Motorische Entwicklung; Kognitiver Fähigkeitstest; Prädiktor; USA
Abstract	This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported that they did not engage in comprehensive assessment of ASD, which was defined as assessments that consider all areas of development in addition to the use of ASD-specific instruments. Results from logistic regression revealed that experience and training, working with young children with ASD, and geographic location predicted use of evidence-based assessment practices. Experience and training with ASD was the strongest predictor of evidence-based assessment. No differences in training needs were indicated by school psychologists whose practices were consistent with evidence-based assessment and those whose practices were not. Overall, the results identified gaps between best and current practices by school psychologists and highlight areas of need for additional training and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01