Evaluating Psychometric Properties of Common Autism Educational Identification Measures through a Culturally and Linguistically Responsive Lens

Autor/inn/en	Schmidt, Jaime; Harris, Bryn; McClain, Maryellen Brunson; Benallie, Kandice J.
Titel	Evaluating Psychometric Properties of Common Autism Educational Identification Measures through a Culturally and Linguistically Responsive Lens
Quelle	In: Psychology in the Schools, 60 (2023) 2, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harris, Bryn) ORCID (McClain, Maryellen Brunson) ORCID (Benallie, Kandice J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22686
Schlagwörter	Psychometrics; Autism Spectrum Disorders; Identification; Evaluation Methods; Cultural Differences; Disproportionate Representation; Validity; Reliability; African American Students; Hispanic American Students; School Psychologists; Native Language + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Autism; Autismus; Identifikation; Identifizierung; Kultureller Unterschied; Gültigkeit; Reliabilität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01