عنوان

School Psychologists and Autism:

شماره

TLpq2394838220

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

School Psychologists and Autism:

نام عام مواد

[Thesis]

نام نخستين پديدآور

Gottlieb, Rachel

عنوان اصلي به قلم نويسنده ديگر

Current Understanding and Opportunities for Improving Assessment Practices

نام ساير پديدآوران

Gilbert, Kimberly

نام ناشر، پخش کننده و غيره

Hofstra University

تاریخ نشرو بخش و غیره

2020

نام خاص و کميت اثر

136

جزئيات پايان نامه و نوع درجه آن

Psy.D.

کسي که مدرک را اعطا کرده

Hofstra University

امتياز متن

2020

متن يادداشت

Currently, more children are receiving a diagnosis of Autism Spectrum Disorder (ASD) than at any other time in history (Wilkinson, 2017). In the United States, there are more than 400,000 students with ASD who attend school (Brock, Huber, Carter, Juarez, & Warren, 2014). Previous studies (e.g., Messmer-Wilson, 2006; Pearson, 2008) have suggested that school psychologists lack formal graduate school training in working with children with ASD. Past research indicates that most school psychologists are not using evidence-based assessment consistently when completing ASD assessments in schools (e.g., Aiello, Ruble, & Esler, 2017; Pearson, 2008). Additionally, school psychologists may need to shift the way they view ASD. There have been mixed results regarding attitudes and stigma among mental health professionals working with individuals with mental illness (Hansson, Jormfeldt, Svedberg, & Svensson, 2013; Lauber et al., 2006; Smith, 2008), but no studies to date have examined stigma among school psychologists working with individuals with ASD.

موضوع مستند نشده

Autism Spectrum Disorder

موضوع مستند نشده

Educational psychology

مستند نام اشخاص تاييد نشده

Gilbert, Kimberly

مستند نام اشخاص تاييد نشده

Gottlieb, Rachel

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y