School-Based Autism Evaluations in the COVID-19 Era

Maryellen Brunson McClain, Tyus T. Roanhorse, Bryn Harris, Megan Heyborne, Patricia K. Zemantic, Gazi Azad

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


School psychologists play a critical role in school-based Autism (AU) evaluations. Evidence-based AU evaluations should be multimodal, include multiple informants, and assess functioning across several domains. In the current era of COVID-19, school-based AU evaluations have become increasingly complex with school psychologists having to significantly adapt face-to-face evaluation procedures and/or conduct evaluations via teleassessment approaches. This poses profound challenges for some families, many of whom are from vulnerable groups. In the current article, we outline school psychologists’ traditional role in school-based AU evaluations and review best practice guidelines. We then discuss the impact of COVID-19 on these processes and provide a framework for school psychologists to use when conducting school-based AU evaluations during this unprecedented time. We also provide resources school psychologists may find useful as they conduct school-based AU evaluations during the COVID-19 pandemic.

Original languageEnglish (US)
Pages (from-to)377-387
Number of pages11
JournalSchool Psychology
Issue number5
StatePublished - 2021
Externally publishedYes


  • COVID-19
  • autism assessment
  • schools
  • special education

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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