Autism Spectrum Disorders (ASD) are being diagnosed at alarmingly high rates
and school psychologists are charged with evaluating, identifying, and providing
interventions for students with ASD in the United States’ public school systems. A
national survey probed Nationally Certified School Psychologists (NCSP) to determine
their level of knowledge in the area of autism assessment; the assessment methods,
measures, and techniques they employed; their level of training; and their level of
preparation and confidence. Results indicated training positively affected NCSPs
knowledge about autism; their levels of involvement with students with autism; and their
perceived levels of preparation to work with this population. Of the 662 participants, the
majority accurately identified true and false statements about autism and the diagnostic
features suggesting they had a clear understanding of how to diagnose autism.
Participants with more training reported an increased level of involvement on
multidisciplinary teams and an ability to diagnose autism when compared to those with
less training. Brief rating scales were among the most commonly used instruments, while
lengthier, more robust diagnostic instruments were among the least-often employed
suggesting school psychologists are not trained or are too strapped for time and resources
to use these instruments. Participants felt more prepared to provide consultation and
assessment services and less prepared to provide interventions. More than half (57.5%) of
participants reported they had formal training (completed formal course work or
internship experience) in autism, but just over 40% had only informal training in the form
of workshop or in-service attendance. The National Research Council (2001) stresses that
workshops are not an appropriate substitute for effective training, supervision, and
consultation, indicating too many of the nation’s school psychologists lack sufficient
training in the area of autism. These data and previous research (i.e., Filipek et al., 1999;
Ikeda, 2002; Spears, Tollefson, & Simpson, 2001) suggest school psychologists need
more formal training and experience in meeting the needs of individuals identified with
autism. / Department of Educational Psychology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/193391 |
| Date | January 2009 |
| Creators | Rasmussen, Jenny Elizabeth. |
| Contributors | McIntosh, David E.(David Eugene) |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | x, 171 p. : digital, PDF file, col. ill. |
| Source | CardinalScholar 1.0 |
| Coverage | n-us--- |
Page generated in 0.0021 seconds