Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-09-30 DOI:10.1080/15377903.2020.1821270

Jonathan Safer-Lichtenstein, Kyle Reardon, L. L. McIntyre

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引用次数: 1

Abstract

Abstract Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.

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位置重要吗？单州案例研究考察基于学校的ASD识别实践中的地理差异

摘要特殊教育服务的提供可能在一定程度上因学区的地理位置而异。对于需要全面评估和专业服务的学生，如自闭症谱系障碍（ASD）学生来说，了解这种变化可能特别重要。现有的许多文献都孤立地关注地理位置，而不是考察语境之间的差异。更好地理解这些差异可能会改善ASD学生的识别过程，并改善他们的长期结果。作者通过调查学校从业者在识别学生自闭症谱系障碍方面的做法，研究了美国一个州自闭症谱系疾病识别实践相对于地理位置的差异。在地理位置（农村、小城市、中等城市、大城市和郊区）、ASD症状信息来源（评估工具）的数量以及ASD识别过程中的合作数量之间没有发现显著差异。讨论了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.