Abstract
With the increasing prevalence of children and young people diagnosed with autism spectrum disorder (ASD) in Australia, school psychologists need to be aware of what constitutes best practice in assessment, diagnosis and intervention. This chapter focuses on defining ASD and the role of the Diagnostics and Statistics Manual of Mental Disorders (DSM), the early signs and symptoms of ASD and screening tools used during infancy and early childhood as well as the important contribution that psychologists make within a multidisciplinary team to the diagnostic process and funding eligibility for children during the school years. Early intervention for ASD and evidence-based educational practices, individual interventions and group-based interventions for ASD are also discussed in the context of cultural, geographic and systemic issues.
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