Collaborative approaches to autism spectrum disorder assessment

With the rising prevalence rates of autism spectrum disorder (ASD), school and clinical psychologists must be abreast of the current research on assessment to determine diagnosis or educational eligibility. This is the first of a double special issue focusing on assessment of individuals with ASD. Within the school setting, collaboration is at the core of special education eligibility assessment. This introduction highlights the role of collaboration in the assessment process. Collaborative approaches help school psychologists determine the best assessment plan, understand the diversity, equity, and inclusive needs of children with ASD, and can assist in determining if alternative methods (i.e., telehealth) are appropriate. Practitioner Points Interprofessional collaboration during an assessment of autism spectrum disorder (ASD) is an important component of a comprehensive evaluation to assist in educational planning. Consideration of the diverse and individualized needs of students with ASD, including factors related to diversity, equity, and inclusion topics, helps school psychologists present the most comprehensive assessment of a child's strengths and weaknesses. Collaborative methods must consider changes in technology and how virtual assessment could be utilized in an evaluation of a child with ASD. Telehealth practices could expand services to children in underserved areas.