Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder |
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| Authors: | George A Michna Sierra M Trudel Melissa A Bray Jessica Reinhardt Jessica Dirsmith Lea Theodore Zheng Zhou Ishani Patel Paul Jones Matthew L Gilbert |
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| Institution: | 1. Neag School of Education, University of Connecticut, Storrs, Connecticut, USA;2. College of Education and Human Development, Temple University, Philadelphia, Pennsylvania, USA;3. Department of Counseling, Psychology, & Special Education, Duquesne University, Pittsburgh, Pennsylvania, USA;4. Gordon F. Derner School of Psychology, Adelphi University, Garden City, New York, USA;5. Department of Psychology, St. John's University, New York City, New York, USA |
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| Abstract: | Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co-occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence-based interventions. |
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| Keywords: | assessment autism spectrum disorder trauma |
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