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Autism is a chronic developmental disorder characterized by impairments in the areas of social interaction, communication, and repetitive behavior. Early detection followed by early intervention is likely to provide the best chance of long-term beneficial outcome for those children with autism. As demonstrated from research findings, it is important to use developmentally appropriate assessment tools for early detection, diagnosis, and evidence-based interventions. In a diversified society as the United States, it is extremely important to provide cultural competent services to children with autism and their families from diverse cultural backgrounds. The purpose of this paper is to examine from a Chinese cultural perspective the qualities of cultural validity in four assessment instruments designed for young children with autism.

Citation/Publisher Attribution

Zhang, J., Wheeler, J. J., & Richey, D. (2006). Cultural validity in assessment instruments for children with autism from a Chinese cultural perspective. International Journal of Special Education, 21, 109-114.

Publisher Statement

As of the year 2002 the International Journal of Special Education will be published on this website ( Libraries and individuals are permitted to print out entire issues for educational purposes. The intent is to make the journal available internationally and free of charge to everyone who is interested in special education or is a student of special education.