Defense Date

6-24-2025

Graduation Date

Summer 8-8-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

School Psychology

School

School of Education

Committee Chair

Tammy L Hughes

Committee Member

Laura M Crothers

Committee Member

Jeffrey A Miller

Keywords

autism spectrum disorder, racial disparities, school psychology, cultural competence, intellectual disability, mixed methods, equityautism spectrum disorder, racial disparities, school psychology, cultural competence, intellectual disability, mixed methods, equity

Abstract

This paper investigates the experiences and perceptions of school psychologists who identify as experts in autism spectrum disorder (ASD) regarding racial and ethnic disparities in ASD identification. Utilizing a convergent embedded mixed-methods design grounded in Consensual Qualitative Research (CQR), the study explores how school psychology practices may have contributed to recent changes in ASD outreach and assessment, as well as persistent disparities, particularly for Black children with co-occurring intellectual disability (ID). Thirteen credentialed school psychologists with extensive experience in diverse educational and clinical settings participated in semi-structured interviews and binary survey items. Findings reveal perceived progress in ASD awareness and outreach; however, significant barriers remain, including systemic inequities, provider bias, and gaps in culturally responsive assessment. Participants emphasized the importance of ongoing professional development in cultural competence, collaborative outreach, and system-level reforms to advance equity. These results highlight the critical role of school psychologists and offer actionable recommendations for promoting more inclusive and effective ASD identification practices.

Language

English

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