Journal of Child and Adolescent Behavior
Open Access

Abstract

Currently misidentification of autism in school age children represents a reality in the American public education system. Disproportionality in over identification of cases of autism originates when migration related issues are left out by clinicians. A thorough implementation of an educational system that targets practitioners��? professional development to broaden the scope of assessment could significantly reduce misidentification. Special education resources could be maximized and the effectiveness of interventions would change radically. Awareness of trauma and cultural issues related to migration is a crucial part of a psychological assessment. Various sources on recent migration issues were collected, as well as data from a specific public-school district that displays high incidence of autism in American and non-American children; systemic education training for school psychologist and other special education related services.

Biography

Claire Behrens has completed her EdS from University of Colorado, Denver. She worked for Aurora Public School, Colorado and currently works for Clark County school district in Las Vegas, Nevada. As a Bilingual School Psychologist, she has been studying the effects of migration and trauma related issues in middle school and elementary school students.