School-Based Assessment of Autism Spectrum Disorder Among Culturally and Linguistically Diverse Children

Autism spectrum disorder (ASD) is the fastest growing neurodevelopmental disorder in the United States. Despite dramatic demographic changes in the United States, disparities in ASD diagnosis and educational identification persist, particularly among select culturally and linguistically diverse (CLD) groups and economically vulnerable populations. Limited research has been conducted regarding school-based ASD assessment practices, particularly with CLD populations. As school psychologists are an integral part of the ASD assessment process for educational identification, more research is needed to identify their current practices and experiences when conducting ASD evaluations in the school setting with CLD students. This mixed-methods study investigated the self-reported experiences of school psychologists when conducting ASD evaluations with CLD students. School psychologists (N = 148) in the United States were surveyed to identify their experiences and perceived barriers and facilitators to ASD identification with CLD populations. There were many perceived barriers that school psychologists endorsed regarding implementing culturally and linguistically responsive ASD assessment. Implications for practice and training are provided.