School-based autism evaluations in the COVID-19 era

Area of Science:

• Child Psychology
• Neurodevelopmental Disorders
• Educational Psychology

Background:

• School psychologists are essential for conducting autism (AU) evaluations in educational settings.
• Best practices for AU evaluations emphasize multimodal assessments, multiple informants, and domain-specific functioning.
• The COVID-19 pandemic has significantly complicated traditional face-to-face AU evaluation procedures.

Purpose of the Study:

• To outline the traditional role of school psychologists in AU evaluations.
• To review evidence-based AU evaluation guidelines.
• To provide a framework and resources for conducting AU evaluations during the COVID-19 pandemic.

Main Methods:

• Review of traditional school-based autism evaluation practices.
• Analysis of the impact of COVID-19 on evaluation procedures.
• Development of a framework for teleassessment and adapted in-person evaluations.
• Compilation of relevant resources for school psychologists.

Main Results:

• COVID-19 necessitates significant adaptations in school-based autism evaluations, including teleassessment.
• Vulnerable families face unique challenges with modified evaluation procedures.
• A structured framework can guide psychologists in navigating these complexities.

Conclusions:

• School psychologists must adapt their practices to ensure continuity of care for autism evaluations during the pandemic.
• Teleassessment and modified in-person approaches are crucial for supporting students with autism.
• Resources and updated guidelines are vital for effective school-based AU evaluations in the current era.