Title
Promoting Culturally and Linguistically Responsive Autism Identification Practices in School Settings (1.5 CE/CPD)
Date/Time
Tuesday, October 29, 2024, 11:30 a.m.–1:00 p.m. CDT Click here to register individually. Click here to register a group.
Abstract
Children of minoritized identities have historically been less likely to receive an accurate or timely autism identification. Cultural and linguistic influences of autism symptomatology must be comprehensively considered to ensure accurate identification and service provision. This introductory presentation will provide school professionals with research and practice-based content pertaining to considerations regarding autism identification practices when working with traditionally underserved children, specifically children that identify as racially/ethnically minoritized and linguistically diverse. Participants will learn strategies to improve equitable autism identification by examining personal, professional, and systemic influences within psychoeducational assessment practices.
Bio
Bryn Harris, PhD, NCSP, LP, is a professor in the School Psychology doctoral program in the School of Education and Human Development at the University of Colorado Denver. She has a secondary appointment in the Department of Pediatrics (Developmental Pediatrics) at the University of Colorado Denver Anschutz Medical Campus. Her primary research interests include the psychological assessment of bilingual learners, the culturally and linguistically responsive assessment of autism spectrum disorder, the health disparities among children with autism spectrum disorder, and improving mental health access and opportunity within traditionally underserved populations. Dr. Harris is the director and founder of the bilingual school psychology program at the University of Colorado Denver. She is also a bilingual (Spanish) licensed psychologist and nationally certified school psychologist.
LEARNING OBJECTIVES
After this presentation, the learner will be able to:- Describe cultural and linguistic factors, individual biases, and systemic inequities that may influence knowledge and interpretation of potential Autism characteristics.
- Recognize limitations and challenges with traditional Autism assessment practices within culturally and linguistically minoritized populations.
- Identify and promote implementation of culturally and linguistically responsive Autism identification strategies.