This research article addresses the need to consider more deeply the contributions of applied behavior analysis assessment and intervention methods and to more clearly distinguish the influence of race/ethnicity from the influence of culture in school settings, all to avoid the pernicious effects of exclusionary disciplinary practices (e.g., expulsion and suspension)..
Sprague, Jeffrey R. 2018. “Closing in on Discipline Disproportionality: We Need More Theoretical, Methodological, and Procedural Clarity.” School Psychology Review 47 (2): 196–198.
This research article demonstrates that racial/ethnic disparities continue to exist for minoritized communities, noting that White students were overrepresented as having autism in special education. Caregiver perspectives were gathered and the data showed that English speaking parents were more likely to identify early signs of autism.
Paul Luelmo, Hall, Laura J., and Estrellado, R. 2022. Examination of Racial/Ethnic Disproportionality of Autism in California.
https://www.sciencedirect.com/science/article/pii/S1750946722000885 (accessed September 16, 2022).
