Does Location Matter? A Single-State Case Study Examining Geographic Differences in School-Based ASD Identification Practices

Abstract Special education service delivery may vary, in part, by geographic location of the school districts. This variation may be especially important to understand for students who require comprehensive evaluations and specialized services, such as students with autism spectrum disorder (ASD). Much of the existing literature focuses on geographic locations in isolation, rather than examining differences between contexts. Better understanding these differences may improve identification processes and lead to improved long-term outcomes for students with ASD. The authors examined difference in ASD identification practices relative to geographic location in one U.S. state by surveying school-based practitioners about their practices in identifying ASD in students. No significant differences were found between geographic location (rural, small city, midsize city, large city, and suburban), the number of sources of information about ASD symptoms (evaluation tools), and the number of collaborations in the ASD identification process. Implications for research and practice are discussed.