An Analysis of State Autism Educational Assessment Practices and Requirements / Erin E. BARTON in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748 Titre : An Analysis of State Autism Educational Assessment Practices and Requirements Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur Article en page(s) : p.737-748 Langues : Anglais (eng) Mots-clés : Educational assessment  Diagnostic practices  Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 [article] An Analysis of State Autism Educational Assessment Practices and Requirements [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Bryn HARRIS, Auteur ; Nancy LEECH, Auteur ; Lillian STIFF, Auteur ; Gounah CHOI, Auteur ; Tiffany JOEL, Auteur . - p.737-748. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.737-748 Mots-clés : Educational assessment  Diagnostic practices  Educational policy Index. décimale : PER Périodiques Résumé : States differ in the procedures and criteria used to identify ASD. These differences are likely to impact the prevalence and age of identification for children with ASD. The purpose of the current study was to examine the specific state variations in ASD identification and eligibility criteria requirements. We examined variations by state in autism assessment practices and the proportion of children eligible for special education services under the autism category. Overall, our findings suggest that ASD identification practices vary across states, but most states use federal guidelines, at least in part, to set their requirements. Implications and recommendations for policy and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2589-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281

Autism disproportionality in racially and ethnically minoritized and girl students in schools / Parker S BECKMAN in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.907-919 Titre : Autism disproportionality in racially and ethnically minoritized and girl students in schools Type de document : Texte imprimé et/ou numérique Auteurs : Parker S BECKMAN, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Alexa BROWNELL, Auteur ; Britany M BEAUCHESNE, Auteur ; Gwendolyn DAVIS, Auteur ; Jac?lyn BERA, Auteur ; Rabbiya SHAHID, Auteur Article en page(s) : p.907-919 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  disproportionality  prevalence  school-age children  special education Index. décimale : PER Périodiques Résumé : Special education services are crucial for enhancing outcomes and well-being among autistic students. Unfortunately, many racially and ethnically minoritized and girl autistic youth face challenges in timely and accurate identification. National-level data reveal autism prevalence rates differ across student gender, race, and ethnicity hindering access to services and appropriate education. As research focusing on autism disproportionality in schools is limited, we investigate autism identification disparities specific to racially and ethnically minoritized and girl students at the national and state levels in schools. State-level data from the 2019-2020 academic year were obtained from the United States Department of Education and analyzed to assess prevalence rate, relative risk, and systemic-level predictors of autism identification disparities. Girls were under-identified with autism in schools compared to their boy peers. The disproportionality risk of racially and ethnically minoritized students compared to White students had decreased in reference to prior reports, with the least improvement for Latine students. School locale proved significant in predicting the risk of autism identification for girl and Latine students. These findings can inform policy change, raise the collective consciousness, and encourage practitioners to seek out continued education regarding autism identification and girl students to reduce or eliminate these disparities.Lay abstract Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need. En ligne : https://dx.doi.org/10.1177/13623613241293046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Autism disproportionality in racially and ethnically minoritized and girl students in schools [Texte imprimé et/ou numérique] / Parker S BECKMAN, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Alexa BROWNELL, Auteur ; Britany M BEAUCHESNE, Auteur ; Gwendolyn DAVIS, Auteur ; Jac?lyn BERA, Auteur ; Rabbiya SHAHID, Auteur . - p.907-919. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.907-919 Mots-clés : autism spectrum disorders  disproportionality  prevalence  school-age children  special education Index. décimale : PER Périodiques Résumé : Special education services are crucial for enhancing outcomes and well-being among autistic students. Unfortunately, many racially and ethnically minoritized and girl autistic youth face challenges in timely and accurate identification. National-level data reveal autism prevalence rates differ across student gender, race, and ethnicity hindering access to services and appropriate education. As research focusing on autism disproportionality in schools is limited, we investigate autism identification disparities specific to racially and ethnically minoritized and girl students at the national and state levels in schools. State-level data from the 2019-2020 academic year were obtained from the United States Department of Education and analyzed to assess prevalence rate, relative risk, and systemic-level predictors of autism identification disparities. Girls were under-identified with autism in schools compared to their boy peers. The disproportionality risk of racially and ethnically minoritized students compared to White students had decreased in reference to prior reports, with the least improvement for Latine students. School locale proved significant in predicting the risk of autism identification for girl and Latine students. These findings can inform policy change, raise the collective consciousness, and encourage practitioners to seek out continued education regarding autism identification and girl students to reduce or eliminate these disparities.Lay abstract Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need. En ligne : https://dx.doi.org/10.1177/13623613241293046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS / Maryellen Brunson MCCLAIN ; Megan E. GOLSON ; Cassity R. HAVERKAMP ; Bryn HARRIS ; Erica Ficklin ; Sarah E. SCHWARTZ ; Camille J. Wynn in Journal of Autism and Developmental Disorders, 55-1 (January 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Titre : Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Caregiver Perceptions of Social Communicationand Interaction: Development and Validation of the SCIPS : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Maryellen Brunson MCCLAIN, Auteur ; Megan E. GOLSON, Auteur ; Cassity R. HAVERKAMP, Auteur ; Bryn HARRIS, Auteur ; Erica Ficklin, Auteur ; Sarah E. SCHWARTZ, Auteur ; Camille J. Wynn, Auteur . - p.1-8. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.1-8 Index. décimale : PER Périodiques Résumé : Social communication and interaction (SC/I) skill quality may beinfluenced by cultural values, norms, and expectations. Because difficulties in SC/Iis a core criterion for identifying autism and is a frequent construct of interestin autism research, a measure designed to capture cross-cultural differences in theperspectives of SC/I skills is warranted. To address this need we developed andvalidated the Social Communication and Interaction Perceptions Scale (SCIPS), acaregiver report measure for children ages 6-18 years, that measuresboth frequency and perceived importance of various SC/I skills. Results from 401diverse caregiver participants showed that for both domains (i.e., Frequency andImportance) the SCIPS has good reliability (? = 0.88-0.95) and two factors thatexamine basic and advanced aspects of SC/I skills. Findings support the use of theSCIPS as a measure of caregiver perspectives of SC/I skills in clinical and researchcontexts. En ligne : https://doi.org/10.1007/s10803-022-05840-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5523-5524 Titre : Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur Année de publication : 2022 Article en page(s) : p.5523-5524 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses [Texte imprimé et/ou numérique] / Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur . - 2022 . - p.5523-5524. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5523-5524 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Current state of autism knowledge in the general population of the United States / Megan E. GOLSON in Research in Autism Spectrum Disorders, 90 (February 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 90 (February 2022) . - 101886 Titre : Current state of autism knowledge in the general population of the United States Type de document : Texte imprimé et/ou numérique Auteurs : Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur Article en page(s) : 101886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Autism  General population  Knowledge  Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Current state of autism knowledge in the general population of the United States [Texte imprimé et/ou numérique] / Megan E. GOLSON, Auteur ; Kandice J. BENALLIE, Auteur ; Chandler M. BENNEY, Auteur ; Sarah E. SCHWARTZ, Auteur ; Maryellen Brunson MCCLAIN, Auteur ; Bryn HARRIS, Auteur . - 101886. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101886 Mots-clés : Autism spectrum disorder  Autism  General population  Knowledge  Lay beliefs Index. décimale : PER Périodiques Résumé : Background The increasing prevalence of autism warrants increased knowledge for laypersons who engage with autistic individuals . However, limited research has been conducted on the general population’s knowledge of autism. Method The present study describes the current level of autism knowledge among a general population sample in the United States (N = 318) using the Autism Spectrum Knowledge Scale, General Population version (ASKSG; McClain et al., 2019). Results Participants in our study were more knowledgeable about the symptoms and behaviors associated with autism than the etiology, prevalence, and assessment procedures. Conclusions The lack of knowledge in the general population surrounding autism necessitates further efforts to increase public awareness. En ligne : https://doi.org/10.1016/j.rasd.2021.101886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Disparities in autism spectrum disorder diagnoses among 8-year-old children in Colorado: Who are we missing? / Trenesha L. HILL in Autism, 25-1 (January 2021)  

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Evaluating Autism Diagnostic and Screening Tools for Cultural and Linguistic Responsiveness / Bryn HARRIS in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

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Inclusion of racially and ethnically diverse populations in ASD intervention research / Bryn HARRIS in Research in Autism Spectrum Disorders, 73 (May 2019)  

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Patterns of Special Education Eligibility and Age of First Autism Spectrum Disorder (ASD) Identification Among US Children with ASD / Amy N. ESLER in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

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The ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

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The Intersection of Systemic, Child, and Evaluation Factors in the Prediction of Autism Special Education Eligibility; Examining the Role of Race and Ethnicity / Bryn HARRIS ; Jennifer HALL-LANDE ; Amy ESLER in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

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Validation of the ASKSG with a Parent Sample in the United States / Kandice J. BENALLIE in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

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