This study surveyed school psychologists' experience and confidence working with children diagnosed with Autism Spectrum Disorders (ASD), as well as the amount and type of training received and importance of receiving additional training. Members randomly selected from the National Association of School Psychology (NASP) membership completed a survey. Significance tests conducted determined differences existed between doctoral and non-doctoral school psychologists across several demographic, caseload, training, and confidence variables. Doctoral level school psychologists were older, had a greater number of years in the field, assessed a greater number of students with ASD and EBDs, and had higher levels of confidence in his or her ability to assess, counsel, develop behavioral intervention plans, and consult with those who work directly with students with ASD and EBDs. Additional data described selfreported training experiences in ASD and perceptions of training. Regression analyses performed identified predictors of confidence in working with students with ASD and EBDs. Perceptions of training emerged as the only significant predictor of confidence to deliver various services to students with ASD. In addition, descriptive data indicated that a fairly small percentage of school psychologists believed that they were well trained to work with students with ASD, a relatively large percentage desired more training, and many believed that this training was important.

Library of Congress Subject Headings

Autistic children--Behavior modification--Public opinion; Children with mental disabilities--Behavior modification--Public opinion; School psychologists--Attitudes

Publication Date


Document Type


Student Type


Degree Name

School Psychology (MS)

Department, Program, or Center

Psychology (CLA)


None provided


Physical copy available from RIT's Wallace Library at LC4717.5 .G55 2010


RIT – Main Campus

Plan Codes