Course Detail: PSY2 - School-Based Evaluation of Autism Spectrum Disorder

Many school psychologists report not being confident about best practices in working with students with ASD, especially in the area of evidence-based assessment (Aiello et al., 2017; McCrimmon &Yule, 2017). Much of the autism-focused literature available within school psychology publications focuses on intervention practices, despite school psychologists being more likely tobe engaged in assessment and consultation to support the needs of learners with ASD(McKenney et al., 2015). Thus, there is a need for focused professional development opportunities that provide practitioners with current information on best practices for studentswith ASD. This presentation will provide didactic instruction, collaborative dialogue about participants' current practices and experiences working with students with ASD, and applied opportunities to practice evidence-based assessment competencies. There will be a strong focus on the decision-making processes that assist in determining appropriate assessment practices.

Aiello, R. Ruble, L. A., & Esler, A. (2017). National study of school psychologists' use of evidence-based assessment in Autism Spectrum Disorder. Journal of Applied School Psychology, 33, 67 -88. doi: 10.1080/15377903.2016.123630
McCrimmon, A.W., & Yule, A. E. (2017). Clinical reasoning in the assessment and planning forintervention for Autism Spectrum Disorder. Canadian Journal of School Psychology, 32, 59 -72. doi: 10.1177/082957351665864
McKenney, E. L. W., Dorencz, J., Bristol, R. M., & Hall, L. (2015). Publishing about Autism SpectrumDisorder in Six School Psychology Journals: 2002 - 2012. Psychology in the Schools, 52, 265 -283. doi: 10.1002/pits.21820

Specific learning objectives: 
Participants will: (a) learn evidence-based assessment practices for students with ASD, (b) acquire critical decision-making skills depending upon student needs, and (c) examine their current practices in light of best practice standards.

Available Sessions