No abstract

Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD.

Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co‐occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence‐based interventions.

Alternative education (AE) settings support students with significant social–emotional and behavioral needs. Such settings often implement individualized programming; however, this presents challenges with staffing resources and training. Application of systems to address behavior on a schoolwide level could simplify training, increase staffing flexibility, and decrease use of crisis response procedures. This 2-year, descriptive case study provides an implementation example of universal behavioral supports based on a Positive Behavioral Interventions and Supports (PBIS) framework within an AE setting. Over the course of the study, a reduction in staff use of restraint and seclusion procedures was observed. Additionally, staff perceived the framework favorably. Implementation steps are described, along with differentiation of the framework to meet the needs of a heterogeneous student population within the context of the COVID-19 pandemic.