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Analyzing Modes of Assessment for Children with Autism Spectrum Disorder (ASD) Using a Culturally Sensitive Lens

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Abstract

Objectives

Despite the increasing prevalence of autism spectrum disorder (ASD), the professional literature provides evidence to suggest disproportionality regarding the demographic characteristics (e.g., racial, ethnic, socioeconomic status) among individuals who receive ASD diagnoses. Individuals who receive inaccurate diagnoses, or late identification of ASD, likely have decreased opportunities to receive early, evidence-based interventions within school, community, and clinical settings. This article presents an exploration of current issues regarding ASD assessments from a multicultural perspective, including a review of the literature and critical examination of commonly used assessment tools.

Methods

Authors reviewed best practice guidelines for conducting assessments through a culturally sensitive lens and provide guidance and recommendations for best practices in research and practitioner-based settings. This article presents researchers, clinical practitioners, and school-based professionals with considerations and actionable steps to better inform ASD evaluations from a culturally sensitive perspective.

Results

Despite the growth of research surrounding ASD diagnosis, there remains a dearth of unknown information regarding the approach of assessment from a culturally sensitive perspective. Most of the current research underscores disparities and discrepancies in the diagnosis of ASD, yet the causes and maintenance of such issues are neglected in the research.

Conclusions

Further research is needed to understand the causes and maintenance of the disparities in ASD assessment. Research advancement will aid practitioners in addressing barriers and work to reduce disparities in the field. Considerations for completing culturally sensitive assessments include close evaluation of the gold standard assessment tools, caregiver comfortability in reporting symptoms, and caregiver knowledge of ASD symptoms.

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MMS was the primary author who designed and wrote the paper. NB collaborated writing the paper and conducted additional research specifically pertaining to caregiver understanding of ASD symptomology. KGR collaborated with organization, structure of the paper, and editing the final manuscript.

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Correspondence to Megan M. Stoll.

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Stoll, M.M., Bergamo, N. & Rossetti, K.G. Analyzing Modes of Assessment for Children with Autism Spectrum Disorder (ASD) Using a Culturally Sensitive Lens. Adv Neurodev Disord 5, 233–244 (2021). https://doi.org/10.1007/s41252-021-00210-0

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