Cultural considerations for conducting autism assessment with Asian American and Pacific Islander students

Abstract

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.