Examination of Disproportionality of Autism in School-Aged Populations in the U.S. Susan Unok Marks, Ph.D., BCBA Northern Arizona University Susan.Marks@nau.edu Jennifer Kurth, Ph.D. Northern Arizona University Jennifer.Kurth@nau.edu Abstract The purpose of this article is to examine the disproportionality among racial/ethnic groups and states for the disability category of “Autism” as reported to the U.S. Department of Education’s Office of Special Education Programs (OSEP). Over the past decade, a variety of sources indicated a dramatic increase in the number of students receiving special education services under this category. In this article, statewide variations amongst each of the racial/ethnic groups are explored along with a discussion of possible reasons for these variations. Autism has become the subject of much discussion internationally, with increased media and public attention raising a series of questions in the USA and around the world. There has been an increase in prevalence of children being diagnosed with Autism, along with an increase in students enrolled in public schools receiving special education services under the Autism category. Recent estimates indicate prevalence rates ranging from 1 in 74 and 1 in 554 (“The Johnson Center for Child Health and Development,” 2012). Yet, these prevalence rates in the USA vary by race/ethnicity, and questions regarding the low prevalence rates amongst Hispanic populations have been raised (Palmer, Walker, Mandell, Bayles, & Miller, 2010). Underlying these questions is whether Autism has assumed a rather privileged position, since unlike the disability category of Emotional Disturbance or Intellectual Disability where a low prevalence is viewed as positive, a low prevalence for Autism could be viewed as negative, and a source for concern if certain resource benefits are connected to having a diagnosis of Autism. Durkin et al. (2010) completed an analysis of data from the Autism and Developmental Disabilities Monitoring Network, and found that socio-economic status (SES) was a significant factor associated with higher prevalence rates of Autism diagnosis, leading them to speculate whether “socioeconomic inequality” resulted in disparities with access to services. These questions gave rise to the current examination of trends in prevalence of Autism amongst the various race/ethnic groups in the USA. The question of rising prevalence as a result of shifting diagnostic categories (e.g., National Research Council, 2001) and disproportional assignment of students to an Autism label on the basis of race/ethnicity (Mandell et al., 2009) have also been raised. Autism is recognizable and a diagnosis of Autism is based on the characteristics listed in the DSM-IV-TR and upcoming DSM-V (American Psychiatric Association, 2000). Recent advances in diagnostic tools have resulted in a variety of special diagnostic tools to more accurately identify children with this condition. Historically, Autism was considered a heart-breaking childhood disorder and was referred to as “childhood schizophrenia” and “autistic psychopathy” (Feinstein, 2010). When Bruno Bettleheim (1967) coined the phrase “Refrigerator Mothers,” he perpetuated the psychodynamic theory that Autism was caused by parenting practices of upper middle class mothers who lacked nurturing qualities. Kanner (as cited in Feinstein, 2010) noted that parents of children with autism tended to be “strongly preoccupied with abstractions of scientific, literary, or artistic nature, and limited in genuine interest in people” (p. 250). This view of Autism began a period of time in which treatment for children diagnosed with Autism consisted of removing them from their mothers and assisting them with overcoming the negative effects of poor parenting. Significant research attention has been focused on understanding the causes of Autism. It is now well- accepted that Autism is not caused by poor parenting. It is now understood that Autism is a complex neurodevelopmental disorder for which there are many causes (National Research Council, 2001). Although, theories regarding the cause of Autism continue to be a source of debate, there is a general consensus that Autism is likely caused by a combination of both genetic and environmental factors. Although questions regarding causation will continue as we attempt to gain a greater understanding of Autism, there is an increasing interest in understanding specific questions regarding the increased prevalence and what