From Eligibility Assessment to Intervention for Students with Autism Spectrum Disorder

Autor/inn/en	Goldstein, Sam; Sellars, Tiffany; Velez, Alexandro
Titel	From Eligibility Assessment to Intervention for Students with Autism Spectrum Disorder
Quelle	In: Psychology in the Schools, 60 (2023) 2, S.364-377 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldstein, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22795
Schlagwörter	Eligibility; Identification; Intervention; Autism Spectrum Disorders; Educational Legislation; Students with Disabilities; Equal Education; Federal Legislation; Young Children + Suchen Sie Ihr Suchwort? Eignung; Identifikation; Identifizierung; Autism; Autismus; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Frühe Kindheit
Abstract	The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of "autistic behaviors" in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01