ABSTRACT
The early identification of autism spectrum disorders (ASD) allows for the benefits of early intervention. Schools are responsible for educating children with ASD beginning at age three years. At present, differences in the age of identification and rates of identification of ASD vary across racial and ethnic groups. The author discusses the identification of ASD in English language learners (ELL) and common misconceptions related to language acquisition in children with ASD. Females with ASD are identified at a rate of about one female for every four males. Possible biological, social cultural bias, and differences in ASD presentation in girls may explain the variance in the current estimated prevalence of ASD in girls. The author provides key considerations when assessing ELLs and females with ASD as well as tips for talking with bilingual families.
