Diagnostic Discrepancies
Clinical Versus Educational Identification of Autism in Latino/a Children in Colorado
Datos Bibliográficos
| ID | 21376475 |
|---|---|
| Autores | Elizabeth Joy Grimes Kaplon (School of Education & Human Development University of Colorado Denver Denver Colorado USA), Franci Crepeau‐Hobson (0000-0002-3696-0981, School of Education & Human Development University of Colorado Denver Denver Colorado USA), Nuri Reyes (0000-0003-3642-7746, Department of Pediatrics, School of Medicine University of Colorado, Anschutz Medical Campus Aurora Colorado USA), Nuri M Reyes (University of Colorado Anschutz Medical Campus) |
| Año | 2026 |
| Volumen | 63 |
| Número | 6 |
| Páginas | 1049-1059 |
| Fecha de publicación | 2026-06-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Psychology in the Schools (JOURNAL) |
| Identificadores de la revista | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.70148 |
| OpenAlex | W7128302697 |
| Idioma | EN |
| Referencias citadas | 51 |
Although the prevalence of autism is increasing, children are less likely to be identified with autism in schools compared to clinical settings. Moreover, Latino/a children are less likely to receive an identification of educational autism than non‐Latino/a peers. This research explores the identification of educational classification of autism and other disabilities for Latino/a children with a clinical diagnosis of autism spectrum disorder (ASD). Medical records of Latino/a children ages 6−12 who received a clinical diagnosis of autism at a public hospital in a large city in Colorado were reviewed to determine their educational disability identification and English language proficiency. Results indicated that just 15% of Latino/a children with a clinical diagnosis of ASD were also identified with an educational classification of autism in schools, and children from families with limited English proficiency (LEP) were significantly more likely to be identified than their peers. An additional 70% of children were identified with an alternative educational disability other than autism. Implications for policy and practice, particularly in school‐based contexts, and future directions are discussed
Autism · Autism spectrum disorder · Clinical diagnosis · Developmental disorder · Identification (biology) · Learning disability · Special education · Autism Spectrum Disorder Research · Family and Disability Support Research · Language Development and Disorders
Diagnostic and Statistical Manual of Mental Disorders
Within-Group Diversity in Minority Disproportionate Representation
Prevalence and Trends of Developmental Disabilities among Children in the United States
Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016
Disproportionality in Special Education Identification and Placement of English Language Learners
School psychologists and autism identification
Decomposing the Gap in Satisfaction with Provider Communication Between English- and Spanish-Speaking Hispanic Patients
Age at Autism Spectrum Disorder (ASD) Diagnosis by Race, Ethnicity, and Primary Household Language Among Children with Special Health Care Needs, United States, 2009–2010
Communicating Judgments About Practical Significance
Service Utilization for Latino Children in Mixed-Status Families
Racial/Ethnic Disparities in the Identification of Children With Autism Spectrum Disorders
Racial Inequities in Educational Opportunity
| Altamente citado | No |
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