TY - JOUR
T1 - Coordinating Autism Care Across Schools and Medical Settings
T2 - Considerations for School Psychologists
AU - Shahidullah, Jeffrey D.
AU - McClain, Maryellen Brunson
AU - Azad, Gazi
AU - Mezher, Katherine R.
AU - McIntyre, Laura Lee
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2020.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.
AB - Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.
KW - autism spectrum disorder
KW - care coordination
KW - integrated care
KW - interprofessional collaboration
KW - school psychologists
UR - http://www.scopus.com/inward/record.url?scp=85084593969&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084593969&partnerID=8YFLogxK
U2 - 10.1177/1053451220914891
DO - 10.1177/1053451220914891
M3 - Article
AN - SCOPUS:85084593969
SN - 1053-4512
VL - 56
SP - 107
EP - 114
JO - Intervention in School and Clinic
JF - Intervention in School and Clinic
IS - 2
ER -