Racist rhetoric blaming the Asian, Asian American, and Pacific Islander (AAAPI) community for the COVID-19 pandemic has precipitated a surge of violence against the AAAPI community in the United States, including the Atlanta mass shooting on March 16, 2021. These incidents resurfaced the ongoing racism against AAAPIs that has largely been unaddressed despite lasting almost 2 centuries. The erasure of AAAPIs' historical oppression, unique cultures, languages, immigration experiences, and contributions to scientific and social justice advancement in the United States has hindered AAAPI voices from being heard. School psychologists are ethically bound to promote equity and dismantle racism; it is imperative to increase visibility of AAAPIs' experiences across training levels (P-12 and graduate programs), settings, and systems. In this unified statement, school psychology organizations have come together to reaffirm the field's commitment to anti-racism by offering proactive strategies to effectively promote visibility and equity for AAAPI students, families, and communities. IMPACT STATEMENTAlthough there has been a complete absence of discussion of anti-AAAPI racism and anti-racism in school psychology, the field is actively committed to dismantling systemic racism and inequalities in P-12 schools, institutions of higher education, and communities across our nation. This statements seeks to address this absence by providing (a) a much-needed starting point for school psychologists to learn about the history of discrimination, racism, and violence targeting AAAPIs in the United States that has been virtually unaddressed; (b) a critical context for the recent rise in COVID-19related anti-AAAPI violence while shedding critical light on the deep-seated racism that has oppressed AAAPIs for centuries in America; and (c) beginning strategies that school psychology faculty members, practitioners, and students can engage in to dismantle anti-AAAPI racism across individual and systems levels.

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Challenging behaviors (CBs) occur among 50–70% of children with autism spectrum disorder (ASD), and approximately 1 in 4 children with ASD are diagnosed with comorbid disruptive behavior disorders. Parent-mediated interventions (PMIs), wherein parents learn to act as interventionists for their children, are efficacious for reducing CBs in children with ASD. Therefore, parents’ acceptability of PMIs, as well as how they put into practice what they learn, influences treatment outcomes. Parents’ own internal experiences influence acceptability and implementation and, for these reasons, are important for psychologists to consider during treatment. Parents’ emotions and cognitions may mediate the relationship between their treatment acceptability and participation in PMIs that result in reduced CBs in ASD. In this article, we synthesize literature in this area, overview research-based and parent-focused recommendations for psychologists delivering PMIs with an emphasis on bioecological systems theory, and identify areas of future research. Using a composite case example, we also illustrate how parents’ internal experiences may influence PMI outcomes and ways psychologists might respond.

In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural responsivity in evaluation and research, and structural and systemic racism also likely contribute to the pervasive AU disproportionality in school‐based identification. To improve accuracy of AU identification and appropriateness of school services and programming, the current paper aims to enhance school psychologists' (SPs') awareness and knowledge about AAPI cultures and to improve their efforts in conducting culturally responsive evaluation with AAPI students suspected of AU. An overview of historical and current anti‐AAPI issues and AAPI cultural perceptions of AU are provided. Then, through the lens of sociocultural theory and using a framework of cultural humility, specific suggestions for culturally responsive autism assessment approaches are offered for SPs working with AAPI students and their families.

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