School-Based Autism Evaluations in the COVID-19 Era

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org

Y

11

Autism; Pervasive Developmental Disorders; Evaluation Methods; School Psychologists; School Closing; COVID-19; Pandemics; Telecommunications; Barriers; Role; Best Practices; Student Evaluation; Students with Disabilities; Educational Legislation; Federal Legislation; Screening Tests; Rating Scales; Observation; Student Behavior; Diagnostic Tests; Family Involvement; Agency Cooperation

Autism Diagnostic Observation Schedule; Childhood Autism Rating Scale

10.1037/spq0000447

2578-4218

School psychologists play a critical role in school-based Autism (AU) evaluations. Evidence-based AU evaluations should be multimodal, include multiple informants, and assess functioning across several domains. In the current era of COVID-19, school-based AU evaluations have become increasingly complex with school psychologists having to significantly adapt face-to-face evaluation procedures and/or conduct evaluations via teleassessment approaches. This poses profound challenges for some families, many of whom are from vulnerable groups. In the current article, we outline school psychologists' traditional role in school-based AU evaluations and review best practice guidelines. We then discuss the impact of COVID-19 on these processes and provide a framework for school psychologists to use when conducting school-based AU evaluations during this unprecedented time. We also provide resources school psychologists may find useful as they conduct school-based AU evaluations during the COVID-19 pandemic.

As Provided

2021

EJ1311409