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Historically, Black children with autism have faced diagnostic and treatment disparities across clinical and school samples despite nationally growing autism prevalence rates. Delays in receiving an accurate diagnosis impacts treatment and overall outcomes. Black autistic children are at-risk of facing multiple barriers to receiving a timely diagnosis; however, many family factors serve as facilitators for improved daily functioning and quality of life. In light of that, it is imperative to critically assess current school-based assessment practices for Black children to improve diagnostic accuracy for those with autism. School psychologists are well-positioned to address these disparities through both culturally responsive service delivery and the incorporation of social justice into their practices. The following article will briefly review the current literature in this area and offer recommendations for culturally responsive and socially just school psychology service delivery as it pertains to autism assessment for Black children.

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.