Clinical Reasoning in the Assessment and Planning for Intervention for Autism Spectrum Disorder

Autor/inn/en	McCrimmon, Adam W.; Yule, Ashleigh E.
Titel	Clinical Reasoning in the Assessment and Planning for Intervention for Autism Spectrum Disorder
Quelle	In: Canadian Journal of School Psychology, 32 (2017) 1, S.59-72 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516658564
Schlagwörter	Autism; Pervasive Developmental Disorders; Planning; Intervention; School Psychologists; Evaluation Methods; Clinical Diagnosis; Case Studies; Logical Thinking; Symptoms (Individual Disorders); Cognitive Tests; Children; Intelligence Tests; Diagnostic Tests; Observation; Behavior Modification; Self Control; Friendship; Student Needs; Wechsler Intelligence Scale for Children; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Ablaufplanung; Planungsprozess; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Case study; Fallstudie; Case Study; Psychiatrische Symptomatik; Kognitiver Fähigkeitstest; Child; Kind; Kinder; Intelligence test; Intelligenztest; Diagnostic test; Diagnostischer Test; Beobachtung; Behaviour modification; Verhaltensänderung; Selbstbeherrschung; Freundschaft
Abstract	Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder whose incidence is rising. School-based professionals are in an ideal position to provide the much-needed assessment and intervention supports for students with ASD, as the professionals' placement within a formal system affords the opportunity to observe and support children in a structured environment. This article will provide school-based psychologists with current information on the clinical features of ASD, best practice assessment and diagnostic approaches for the disorder, and information pertaining to intervention via the use of a clinical case study to inform readers about the clinical reasoning that ensues throughout the process of assessment to intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01