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Evidence-Based Practice in School Mental HealthAddressing DSM-5 Disorders in Schools$
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James C. Raines

Print publication date: 2019

Print ISBN-13: 9780190886578

Published to Oxford Scholarship Online: August 2019

DOI: 10.1093/oso/9780190886578.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 13 April 2021

Autism Spectrum Disorders

Autism Spectrum Disorders

(p.91) 3 Autism Spectrum Disorders
Evidence-Based Practice in School Mental Health

Michelle S. Ballan

Oxford University Press

This chapter examines the literature on children and adolescents with autism spectrum disorders in school-based settings. Reasons for the increasing prevalence rates are explored along with the challenges of differential diagnosis. The often unrecognized and undertreated mental health conditions that accompany autism spectrum disorders are discussed. The school mental health professional’s role in assessment and intervention is addressed, with attention paid to the use of response to intervention for children with autism spectrum disorders. The targeted classroom interventions of schedules, story-based interventions, modeling, and joint attention are reviewed. Opportunities to further support students with autism spectrum disorders are identified in collaboration with parents, teachers, and the community at large.

Keywords:   autism spectrum disorders, collaboration, differential diagnosis, joint attention, modeling, response to intervention, schedules, schools, social stories, story-based interventions

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