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School Psychologists Supporting Students with Autism Through Participation in School Based Teams.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School Psychologists Supporting Students with Autism Through Participation in School Based Teams./
作者:	Morton, Jennie Alexis .
面頁冊數:	1 online resource (73 pages)
附註:	Source: Masters Abstracts International, Volume: 84-08.
Contained By:	Masters Abstracts International84-08.
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061655click for full text (PQDT)
ISBN:	9798371972576

School Psychologists Supporting Students with Autism Through Participation in School Based Teams.
Morton, Jennie Alexis .

School Psychologists Supporting Students with Autism Through Participation in School Based Teams. - 1 online resource (73 pages)

Source: Masters Abstracts International, Volume: 84-08.

Thesis (S.S.P.)--Western Carolina University, 2023.

Includes bibliographical references

Autism Spectrum Disorder (ASD) is one of the most common neurodevelopmental disorders in the United States with about 1 in 59 children with an ASD diagnosis (Smith et al., 2020). Autism Spectrum Disorder is characterized by recurring deficits in social communication and interaction; and restricted repetitive patterns of behavior, interests, or activities (Smith et al., 2020). Assessing and providing support for individuals with autism within a school can be a challenge for many reasons including comorbid diagnoses with autism, evaluating and implementing interventions, as well as the practitioner's self-efficacy towards assessing or providing support for students with autism. School professionals may also encounter unique challenges when assessing or supporting a student with autism in an underserved population. Children with low socioeconomic backgrounds, minority groups, or children of parents with less education are most likely to be identified by schools for an evaluation rather than by medical professionals (Zeleke et al., 2019). These families are also more likely to receive assessment, diagnosis, and services through the child's school compared to private practices (Harris et al., 2019). Therefore, assessment under Individuals with Disabilities Education Act (IDEA) should be provided through a team of different professionals working together to holistically assess and support the individual with autism. The child's school can be beneficial in evaluating all aspects of the child's well-being due to engaging in more multidisciplinary team assessment compared to private practice settings (Ward et al., 2016). Based on this information, school-based teams are needed to support students with autism and students with autism in underserved populations. School Psychologists are important members of school-based teams due to being able to assess autism and comorbid diagnoses in students under IDEA. Although school-based teams are beneficial, there is limited research on how school professionals working with students with autism benefit from team-based services and almost no research on school psychologists specifically. This thesis explores four research questions and two exploratory questions to investigate the self-efficacy of school psychologists when serving students with autism, and students with autism in underserved populations, through team-based services.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798371972576Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Autism spectrum disorderIndex Terms--Genre/Form:

542853
Electronic books.

School Psychologists Supporting Students with Autism Through Participation in School Based Teams.
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