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

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 nee...

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Bibliographic Details
Published in:Journal of applied school psychology 2017-01, Vol.33 (1), p.67-88
Main Authors: Aiello, Rachel, Ruble, Lisa, Esler, Amy
Format: Article
Language:English
Subjects:
Adults
Autism
Autism spectrum disorder
Autistic children
Child Development
Children
Cognitive Ability
Cognitive Tests
Comparative Analysis
Evaluation
Evaluation Methods
Evidence Based Practice
evidence-based assessment
Geographic Location
Infants
Intelligence Tests
Intervention
Motor Development
National Surveys
Pervasive Developmental Disorders
Predictor Variables
Professional development
Psychologists
Regression (Statistics)
School Psychologists
Training needs
Young Children
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Description
Summary: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.
ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2016.1236307