Assessing, understanding, and supporting students with autism at school: Contemporary science, practice, and policy.

Abstract

Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context. Employing a diverse array of methodologies, the articles in this special topic section address several gaps in the literature, including (a) the application of evidence-based programs within the school context, (b) the social validity of well-established evidence-based practices with both parents and educators, (c) the assessment of social communication, (d) intervention and assessment of spatial and body awareness for children with ASD, (e) the use of peer-mediated discreet trial training, and (f) discrepancies across informants for both externalizing and internalizing symptoms associated with ASD. The results of these studies provide school psychologists and other education professionals with specific directions for advocacy and service delivery that aim to enhance school outcomes for students with ASD. (PsycINFO Database Record

Teaching Intraverbal Storytelling to Children with Autism and Other Cases of Language Delays

“…Due to the learning specificities of children with autism and the challenges related to psychoeducational strategies for behavioral and cognitive advancement of the student with ASD, it is imperative that schools base their practices and institutional policies on scientifically consistent investigations, considering the results of this and of other studies, like the literature review Stichter, Riley-Tillman and Jimerson (2016). It is important that information derived from scientific research is made available to assist educational professionals in addressing educational challenges in a safe, competent and effective manner.…”

“…In Brazil and in the world, the increase in the number of students diagnosed with autism spectrum disorder has raised the demand from parents and institutions for methods of evaluation and intervention based on scientific evidence for the implementation of practices of school inclusion, such as curricular adaptation, hiring specialized professionals for educational intervention in the school and complementary activities that enhance and amplify the basic academic skills already acquired by the student (Elsabbagh et al, 2012;Galvão & Beckman, 2016;Garbacz & McIntyre, 2016;Goitein & Cia, 2011;Nunes & Santos, 2015;Stichter, Riley-Tillman & Jimerson, 2016). However, education professionals are not yet adequately prepared for the challenge of offering specific pedagogical interventions for the development of academic skills in students with ASD.…”

Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017

“…The field has called for an increase in research surrounding best practices when serving students with ASD (Stichter, Riley-Tillman, & Jimerson, 2016) with specific attention needed in the area of assessment and evaluation (McKenney et al, 2015). Research emphasizing issues related to assessment and evaluation in school psychology journals are a primary source of information for researchers and trainers in the field.…”

Assessment, Intervention and Consulting in School Psychology in Children with Autism: LAPITEA Laboratory in Brazil

“…Among them, it is highlighted the school which lives current inclusive policies in Brazil with the goal of ensuring the expansion of access and quality of teaching at regular classrooms, offered to the public of students with autism and other cases of learning disabilities (Galvão & Beckman, 2016;Matos, Matos & Figueiredo, 2017;Stichter, Riley-Tillman, & Jimerson, 2016).…”

“…This also shall be relevant for the acquisition of basic capabilities for the learning in the context of school (Galvão & Beckman, 2016;Stichter, Riley-Tillman, & Jimerson, 2016;Souza et al, 2004, Matos, Matos, & Figueiredo, 2017. Nevertheless, it is necessary to reiterate that the treatment prognosis and accompaniment of the children has limitations due to the atypical developmental conditions of autism compared to typical development.…”