Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Psychology." Includes bibliographical references (p. 51-61).

Thesis (M.S.)--State University of New York at Binghamton, Psychology Dept., 2007. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 72-81).

As the prevalence of Autism Spectrum Disorder (ASD) increases, School Psychologists (SPs) and Educational Psychologists (EPs) have an increasing role in assessing children with ASD. The systematic literature review aimed to provide an overview of the tools and processes EPs and SPs are using to assess children with ASD or possible ASD. Studies published between 1996-2016 were identified from four databases. Eight studies met the inclusion criteria, and were analysed using quality and relevance frameworks. Six studies were included in the final review. Commonly used tools are identified and discussed. The SLR drew some tentative conclusions around the range of tools used by SPs in the US. The small and dated UK sample means that limited conclusions can be drawn about current EP practice. Due to the gap in current knowledge around how EPs assess children with ASD or possible ASD, a questionnaire was developed and distributed to EP professionals in the UK and Ireland in order to gain an up to date picture. Data from 161 participants were used in the analysis. Analysis of the quantitative data involved descriptive statistics and content analysis was used to analyse the qualitative responses. Frequently used tools and the factors that seem to influence decision making around the choice of assessment are discussed. Implications for EPs' assessment practices and directions for future research are discussed. Having considered evidence based practice and practice based evidence, the final paper discusses dissemination of evidence to professional practice. A strategy for disseminating the findings of the empirical study to the profession is outlined.

Introduction: Children with autism experience difficulties in social interaction and communication which are often manifested behaviourally. The nature of these difficulties means that the task of parenting is often challenging. This study therefore aims to explore which aspects of raising a child with autism are most meaningful for parents. It will also investigate what, if any, are the positive aspects related to the experience of having a child with autism. Method: A qualitative approach was used, with data collection and analysis being guided by the principles of Interpretative Phenomenological Analysis (Smith, 1995). Seven interviews were conducted which yielded approximately 10 hours of data. Interviews were recorded and transcribed to facilitate analysis of the narratives. Results: The meaning of being the parent of a child with autism was conceptualised within four core themes of: autism as a journey, what it means to live with autism; negotiating the social world; and positive aspects of raising a child with autism. Three of these themes contained sub-themes which provided further insight into the participants’ experiences. Being the parent of a child with autism was represented as a complex and dynamic process. Discussion: The results of the research are discussed in the context of relevant literature. Previous findings regarding receiving a diagnosis of autism, coping, acceptance and adaptation are essentially supported by this research. However, these results also acknowledged the significant role of social encounters in the participants’ experiences and the positive aspects of raising a child with autism. The clinical implications of the findings are discussed. Suggestions for future research are also made in response to the current findings and potential imitations of the methodology are considered. Conclusions: The findings from this research indicate that being the parent of a child with autism is characterised by many meaningful experiences, some of which are significant moments in the process of raising a child with autism. For example, the journey to, and receipt of, their child’s diagnosis was identified as a particularly important event in the experiences of the participants. Furthermore, there are complex interactions between the different aspects of these experiences which reflect the ever-changing nature of the challenges of parenting a child with autism.

Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 103-106).

Thesis (M.A.) - Carleton University, 2008. / Includes bibliographical references (p. 95-105). Also available in electronic format on the Internet.

Thesis (Ph. D. in Psychology)--Vanderbilt University, Dec. 2009. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Psychology." Includes bibliographical references (p. 52-56).