Service Coordinators' Perceptions of Autism-Specific Screening and Referral Practices in Early Intervention. (November 2013)

• Record Type: Journal Article
• Authors: Pizur-Barnekow, Kris; Muusz, Marta; McKenna, Catherine; O'Connor, Emily; Cutler, Ann
• Is Part Of: Topics in early childhood special education. Volume 33:Number 3(2013)
• Page Start: 153
• Page End: 161
• Publication Date: 2013-11
• Subjects: screening -- assessment -- autism spectrum disorder (ASD) -- disability populations -- personnel -- survey methodologies -- descriptive studies -- research methodologies; Children with disabilities -- Education (Preschool) -- Periodicals; Child Development -- Periodicals; Education, Special -- Periodicals; Enfants handicapés -- Enseignement préscolaire -- Périodiques; Éducation précoce; Éducation préscolaire; Éducation spéciale; Enfant handicapé; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.905
• DOI: 10.1177/0271121412463086
• Languages: English
• ISSNs: 0271-1214

Abstract

Service coordinators in a statewide early intervention program were surveyed to develop an understanding of screening and referral practices to identify children on the autism spectrum. Quantitative and qualitative data summarizing autism-specific screening and referral practices are reported. More than 50% of the respondents reported that they had never received a referral from a physician or another early intervention provider because a child has failed an autism-specific screening. While service coordinators identified that early intervention providers have a role in conducting autism-specific screening, more than 50% of the respondents indicated that they do not see autism-specific screening completed in early intervention settings. More than 80% of the respondents identified "a lack of knowledge" as the most significant barrier to autism-specific screening. Together, these findings suggest that early intervention providers may benefit from professional development that imparts knowledge, teaches skills, and addresses potential concerns of parents related to autism.