Assessing students in foster care for autism spectrum disorders. Issue 7 (26th January 2022)

• Record Type: Journal Article
• Authors: Dilly, Laura J.; Pavlov, Alexis
• Other Names: Dale Brittany A. guestEditor.; Bray Melissa A. guestEditor.
• Is Part Of: Psychology in the schools. Volume 59:Issue 7(2022)
• Page Start: 1402
• Page End: 1418
• Publication Date: 2022-01-26
• Subjects: autism spectrum disorder -- school psycholog* -- assessment -- foster care -- adverse childhood experience; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22657
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: The intersection of children identified with autism spectrum disorders (ASD) and children within the foster care system who have experienced trauma can complicate timely assessment and eligibility for special education services, creating health disparities for this group of students. As students with ASD are over three times more likely to be involved in the foster care system than typically developing peers, school psychologists must be equipped to assess for ASD in this population. The complex clinical presentation of students with ASD within foster care contributes to delays in identification and access to special education services. In particular, schools may struggle to disentangle the symptoms of ASD from the consequences of trauma exposure that often accompanies foster care placement. This paper reviews the relation between students in foster care and those with ASD, outlines the similarities and differences in developmental profiles of these students, and provides recommendations for school practitioners associated with assessment practices, prevention strategies to reduce the risk of trauma subsequent foster care placement for students with ASD, as well as needed advocacy efforts and future research. Highlights: The intersection of children identified with autism spectrum disorders (ASD) and children within the foster care system who have experienced trauma can complicate timely assessment and eligibility for special education services, creating health disparities for this group of students. Similarities and differences in developmental profiles of students can assist in differentiating symptoms of ASD from the consequences of trauma exposure that often accompanies foster care placement. Specific assessment guidelines, prevention strategies, advocacy efforts, and research needs are highlighted to further this population of students with both autism and exposure to trauma.