Abstract
AbstractHistorically, Black children with autism have faced diagnostic and treatment disparities across clinical and school samples despite nationally growing autism prevalence rates. Delays in receiving an accurate diagnosis impacts treatment and overall outcomes. Black autistic children are at‐risk of facing multiple barriers to receiving a timely diagnosis; however, many family factors serve as facilitators for improved daily functioning and quality of life. In light of that, it is imperative to critically assess current school‐based assessment practices for Black children to improve diagnostic accuracy for those with autism. School psychologists are well‐positioned to address these disparities through both culturally responsive service delivery and the incorporation of social justice into their practices. The following article will briefly review the current literature in this area and offer recommendations for culturally responsive and socially just school psychology service delivery as it pertains to autism assessment for Black children.
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