Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices

Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of th...

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Published inJournal of applied school psychology Vol. 37; no. 2; pp. 185 - 196
Main Authors Safer-Lichtenstein, Jonathan, Reardon, Kyle, McIntyre, Laura Lee
Format Journal Article
LanguageEnglish
Published Binghamton Routledge 01.01.2021
Taylor & Francis Ltd
Subjects
Autism
Autism spectrum disorder (ASD)
Cities
Diagnostic Tests
Disability Identification
Geographic Location
geographical location
Geography
identification
Observation
Pervasive Developmental Disorders
rural
Rural Urban Differences
School districts
Special Education
Specialized services
Students
urban
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Summary:Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.
ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2020.1821270