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The present study examines provider and caregiver satisfaction with telehealth evaluation of autism spectrum disorder (ASD) in young children during the coronavirus SARS-CoV-2 (COVID-19) pandemic. A telehealth model of ASD evaluation was implemented with 308 children ages 14 to 78 months between May 2020 to June 2021. Data were gathered from electronic health records, autism-specific telehealth diagnostic tools, and post-evaluation surveys. Overall, the majority of providers and caregivers were satisfied with telehealth ASD evaluation. Multiple variables were associated with ratings of satisfaction, differing by providers and caregivers. Findings have important implications for the feasibility and acceptability of telehealth ASD evaluations, in addition to key factors to consider in optimizing and sustaining telehealth evaluations beyond the COVID-19 pandemic.

Decades of research and clinical observations have demonstrated the harmful effects of parent-child separation on children's short- and long-term well-being (Society for Research in Child Development, 2018). Young children may be separated from their parents due to a variety of circumstances. This article provides recommendations for the assessment, diagnosis, and treatment of young children who experience trauma as a result of being separated from their parent due to incarceration. An example of a multidisciplinary health care clinic is highlighted to demonstrate how clinicians and community partners work together to provide evaluation and care coordination services for children in foster care.

Accurate diagnosis of Autism Spectrum Disorder (ASD) at an early age is increasingly sought so that the child and family can access early intervention and supports. However, not all children neatly fit into the diagnostic criteria for ASD, and additional assessment and supports are often required as providers continue to evaluate the possibility of a diagnosis. This article illustrates the complexity of diagnosis and discusses a logical progression of assessments and interventions for Joseph, a then 32-month-old boy, initially referred for an evaluation because of speech and language delays. The authors discuss the difficulty of an uncertain outcome following assessment and intervention. They reflect on their own experiences and lessons learned over the course of the treatment and evaluation process.