Autism spectrum disorder (ASD) is the fastest growing neurodevelopmental disorder in the United States. Despite dramatic demographic changes in the United States, disparities in ASD diagnosis and educational identification persist, particularly among select culturally and linguistically diverse (CLD) groups and economically vulnerable populations. Limited research has been conducted regarding school-based ASD assessment practices, particularly with CLD populations. As school psychologists are an integral part of the ASD assessment process for educational identification, more research is needed to identify their current practices and experiences when conducting ASD evaluations in the school setting with CLD students. This mixed-methods study investigated the self-reported experiences of school psychologists when conducting ASD evaluations with CLD students. School psychologists (N ϭ 148) in the United States were surveyed to identify their experiences and perceived barriers and facilitators to ASD identification with CLD populations. There were many perceived barriers that school psychologists endorsed regarding implementing culturally and linguistically responsive ASD assessment. Implications for practice and training are provided. Public Significance StatementDespite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence in recent decades, children from certain racial/ethnic groups and those from low socioeconomic status are more likely to received delayed ASD identification or misidentification. This study found that school psychologists face multiple perceived barriers when conducting ASD school-based assessment and the improvement of these barriers could impact more accurate and earlier identification of ASD in all populations.

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In Table 2 the correct response to Item 12, Some individuals with autism spectrum disorder may be uncoordinated or clumsy, should be True. The corrected Table 2 is shown below.The original article has been revised.