The main purpose of this research was to collect information regarding clinical and counseling psychologists', school psychologists', and child psychiatrists' (a) current knowledge about autism, (b) levels of training and preparedness to provide diagnoses and interventions, (c) common tools and methods used to assess autism, (d) the disorders that are most difficult to differentiate from autism, and (e) the most common recommendations and interventions used for children with autism. Autism currently affects 1 out of 166 children and it has been estimated to have a 10-17% growth annually (Center for Disease Control, 2005). Therefore it is imperative that professionals who work with children who have autism be trained and knowledgeable. No research was found regarding the training, knowledge, assessment, and intervention practices of professionals.A survey was developed to address training, diagnostic techniques, knowledge, and intervention practices of professionals. The survey was initially mailed to a total of 987 professionals within the state of Indiana (394 members of the Indiana Association of School Psychology, 500 members from the Indiana Association of Psychologists, and 99 members from the Council of Child and Adolescent Psychiatrists). A total of 343 usable surveys were returned.Overall, professionals demonstrated a good knowledge base about autism facts verses myths. Professionals also demonstrated good knowledge of disorders that can be comorbid with autism. Professionals underestimated the rate of seizure disorder and mental retardation with autism. Most professionals reported receiving training on autism from workshops and very little training from graduate programs or internships.Professionals reported wanting to have more opportunities for hands-on training with children who have autism. Professionals most often used rating scales when performing assessments for autism and rarely used instruments such as the Autism Diagnostic Observation Schedule (ADOS) or the Autism Diagnostic Interview- Revised (ADI-R). Respondents felt most comfortable with assessment of autism and least comfortable with providing interventions. Communication disorder was ranked as the most difficult disorder to differentiate from autism by all professionals. Respondents differed on specific interventions they recommended and interventions they actually provided. Implications for professionals, training, and future research are discussed. / Department of Educational Psychology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/178476 |
| Date | January 2006 |
| Creators | Messmer-Wilson, Karen L. |
| Contributors | Gridley, Betty E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ix, 238 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us-in |
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