Evaluating psychometric properties of common autism educational identification measures through a culturally and linguistically responsive lens. Issue 2 (2nd April 2022)

• Record Type: Journal Article
• Authors: Schmidt, Jaime; Harris, Bryn; McClain, Maryellen Brunson; Benallie, Kandice J.
• Other Names: Dale Brittany guestEditor.; Bray Melissa guestEditor.
• Is Part Of: Psychology in the schools. Volume 60:Issue 2(2023)
• Page Start: 312
• Page End: 328
• Publication Date: 2022-04-02
• Subjects: autism -- ethnicity -- measure -- psychometrics -- race; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22686
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Little 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. Key points: This study compiled psychometric properties pertaining to validity and reliability of the common autism identification measures used in school settings among racially and ethnically minoritized (REM) groups that are traditionally underrepresented (i.e., Black and Latinx populations) for autism identification. Several of the most common autism identification measures lack adequate psychometric analyses to evaluate appropriate utilization with REM populations, specifically those who are Black and Latinx. School psychologists and other school staff must comprehensively consider the utilization of these measures, as there are limitations of their use and interpretation within REM populations. More research is needed to assess the appropriateness of these measures for REM populations, and the potential connection to misidentificaton and delayed identification of autism in schools.