Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.

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跨学校和医疗机构协调自闭症护理：学校心理学家的注意事项

为自闭症谱系障碍 (ASD) 学生提供最佳服务通常涉及初级保健临床医生、社区提供者和学校工作人员（如学校心理学家）之间的跨学科护理协调。跨学科护理协调包括来自多个提供者的沟通和协作，以促进可访问和持续的综合服务，同时促进家庭、学校和社区系统之间的有效伙伴关系。不幸的是，学校心理学家报告说，在服务提供方面与学校环境之外的提供者合作存在障碍，包括教育分类的资格标准与医疗诊断不匹配，其他提供者缺乏明确的角色和责任，以及围绕信息共享的基础设施有限。