Lee Wilkinson
Speaker Bio:
Lee A. Wilkinson, EdD, PhD, CCBT, NCSP is an applied researcher, nationally certified school psychologist, and certified cognitive-behavioral therapist. He also serves on the school psychology faculty at Nova Southeastern University and Capella University. His research and professional writing has focused primarily on behavioral consultation and therapy, and children and adults with high-functioning autism spectrum disorders. He has published journal articles on these topics both in the United States and internationally. He is also a frequent contributor to Autism Spectrum Quarterly. Dr. Wilkinson is the author of the award-winning book, A Best Practice Guide to Assessment and Intervention for Autism and Asperger Syndrome in Schools, published by Jessica Kingsley Publishers. He is the editor of a new volume in the APA Division 16 (School Psychology) Book Series, Autism Spectrum Disorders in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools.
Title:
Autism in the Schools: Evidence-Based Assessment and Intervention.
Description:
Schools today face the challenge of providing appropriate services to a diverse and increasingly numerous student population diagnosed with autism spectrum disorders (ASD). Epidemiological research indicates a progressively rising prevalence trend for ASD over the past decade. Recent studies indicate that the prevalence rate for autism spectrum disorders (ASD) is 78% higher than just 10 years ago. The pervasive developmental disorder (PDD) category, also commonly referred to as ASD, represents one of the fastest growing disability categories in the world. In the United States, ASD is more prevalent in the pediatric population than cancer, diabetes, spina bifida, and Down syndrome. The most recent report from U.S. Centers for Disease Control and Prevention (CDC) estimates that 1 in 88 school-age children have an autism spectrum disorder. In fact, prevalence and incidence figures suggest that over 1.5 million Americans are affected by autism.
School professionals are now expected to participate in the identification and treatment of children with ASD more than at any other time in the recent past. Practitioners must be prepared to recognize the presence of risk factors and/or early warning signs of ASD, engage in case finding, and be familiar with assessment tools and interventions in order to ensure that students are being identified and provided with the appropriate programs and services. There continues to be a pressing need for evidence-based guidance on providing intervention/treatment to children with ASD. In order to achieve this goal, evidence-based practice is essential in the schools. The objective of this workshop presentation is to provide school professionals with a best practice, evidence-based approach to assessment and intervention for school-age children with autism spectrum disorders.
Objectives:
1. Identify the characteristics of the most prevalent types of ASD in schools.
2. Understand the differences between a dimensional and categorical perspective of ASD.
3. Differentiate between DSM diagnosis and IDEA classification schemes.
4. Outline the components of a comprehensive developmental assessment for ASD.
5. Identify evidence-based interventions/treatments for ASD
6. Describe the key features of effective educational programs/services for students with ASD.
7. Understand legal issues affecting the provision of programs/services for students with ASD.
