Abstract
AbstractLittle information regarding the psychometric properties of the most commonly used autism identification measures used in school settings with traditionally racially and ethnically minoritized (REM) groups is available. This analysis of autism identification measures is particularly important due to the demographic increase in the United States among most REM populations in recent decades. In addition, most REM groups are inequitably identified for autism and these measures may contribute to disproportionate identification based on problematic psychometric factors. This study systematically compiles the recommended psychometric properties pertaining to validity and reliability of the common autism identification measures among REM groups that are traditionally underrepresented (i.e., Black and Latinx populations) for autism identification. Conclusions suggest that several of the most common autism identification measures lack sufficient psychometric analyses to evaluate appropriate utilization with REM populations, specifically those who are Black and Latinx. The findings from this study may inform school psychologists' utilization and knowledge of limitations of these measures, as well as assisting with the determination of the appropriateness of these measures for use with REM populations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
