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Treatment Utilization Trajectories among Children with Autism Spectrum Disorder: Differences by Race-Ethnicity and Neighborhood / M. E. YINGLING in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Treatment Utilization Trajectories among Children with Autism Spectrum Disorder: Differences by Race-Ethnicity and Neighborhood Type de document : Texte imprimé et/ou numérique Auteurs : M. E. YINGLING, Auteur ; B. A. BELL, Auteur ; R. M. HOCK, Auteur Article en page(s) : p.2173-2183 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early intensive behavioral intervention Inequities Medicaid Treatment utilization Index. décimale : PER Périodiques Résumé : Health coverage of early intensive behavioral intervention (EIBI) for children with autism spectrum disorder is expanding. Yet there is no longitudinal research on patterns of or inequities in utilization of EIBI. We integrated state administrative records with Medicaid and Census data for children enrolled in an EIBI Medicaid waiver (N = 730) to identify and describe the type and prevalence of treatment utilization trajectories, and to examine the association between trajectory types and (a) child race-ethnicity and (b) neighborhood racial composition, poverty, affluence, and urbanicity. We identified four utilization trajectories (Low, Low-Moderate, Moderate, and High users). Race-ethnicity and neighborhood affluence were associated with trajectory membership. As coverage expands, policy makers should consider strategies to improve overall treatment utilization and enhance equity. En ligne : http://dx.doi.org/10.1007/s10803-019-03896-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2173-2183[article] Treatment Utilization Trajectories among Children with Autism Spectrum Disorder: Differences by Race-Ethnicity and Neighborhood [Texte imprimé et/ou numérique] / M. E. YINGLING, Auteur ; B. A. BELL, Auteur ; R. M. HOCK, Auteur . - p.2173-2183.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2173-2183
Mots-clés : Autism spectrum disorder Early intensive behavioral intervention Inequities Medicaid Treatment utilization Index. décimale : PER Périodiques Résumé : Health coverage of early intensive behavioral intervention (EIBI) for children with autism spectrum disorder is expanding. Yet there is no longitudinal research on patterns of or inequities in utilization of EIBI. We integrated state administrative records with Medicaid and Census data for children enrolled in an EIBI Medicaid waiver (N = 730) to identify and describe the type and prevalence of treatment utilization trajectories, and to examine the association between trajectory types and (a) child race-ethnicity and (b) neighborhood racial composition, poverty, affluence, and urbanicity. We identified four utilization trajectories (Low, Low-Moderate, Moderate, and High users). Race-ethnicity and neighborhood affluence were associated with trajectory membership. As coverage expands, policy makers should consider strategies to improve overall treatment utilization and enhance equity. En ligne : http://dx.doi.org/10.1007/s10803-019-03896-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 Editorial Perspective: The mental health impact of school closures during the COVID-19 pandemic / Marcela ALMEIDA in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)
[article]
Titre : Editorial Perspective: The mental health impact of school closures during the COVID-19 pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Marcela ALMEIDA, Auteur ; Mamatha CHALLA, Auteur ; Monique RIBEIRO, Auteur ; Alexandra M. HARRISON, Auteur ; Marcia C. CASTRO, Auteur Article en page(s) : p.608-612 Langues : Anglais (eng) Mots-clés : Adolescent COVID-19/prevention & control Child Humans Mental Health Pandemics/prevention & control SARS-CoV-2 Schools Covid-19 School closures children and adolescents inequities mental health crisis pandemic remote education Index. décimale : PER Périodiques Résumé : School closures were one of the earlier actions taken as the world tried to contain the COVID-19 outbreak, a decision impacting nearly three-fourths of the learners worldwide. One year into the pandemic, over 200 million students still faced disruptions to their education. Nearing the end of another academic year that has occurred entirely during the pandemic, many schools remained fully or partially closed for in-person education, altering routines and representing potential hardships to the next generation and their families. This article will explore the potential impacts of school closures on children and adolescents related to increased screen time, irregular sleep patterns, less balanced diets, learning difficulties, and changes in social interaction. In addition, we note broader familial difficulties likely accompanying the loss of the mitigating effects of schools and their associated support systems, such as parental stress and work responsibilities, loss of employment, intimate partner violence, child abuse and neglect, and parental substance abuse, which appear to have increased during the pandemic. Considering what is known about the impact from previous natural catastrophes, the populations at risk, and the early but not yet definitive data from the current pandemic, we stress the urgent need for robust data as we prepare for a new academic year in the Northern Hemisphere. Although we currently lack consistent and complete data, signs for concern include a rise in pediatric emergency room visits for mental health and substance use issues in many parts of the world. This paper aims to stimulate a discussion about the potential mental health effects of school closures for children and adolescents in the context of a pandemic. En ligne : http://dx.doi.org/10.1111/jcpp.13535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.608-612[article] Editorial Perspective: The mental health impact of school closures during the COVID-19 pandemic [Texte imprimé et/ou numérique] / Marcela ALMEIDA, Auteur ; Mamatha CHALLA, Auteur ; Monique RIBEIRO, Auteur ; Alexandra M. HARRISON, Auteur ; Marcia C. CASTRO, Auteur . - p.608-612.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.608-612
Mots-clés : Adolescent COVID-19/prevention & control Child Humans Mental Health Pandemics/prevention & control SARS-CoV-2 Schools Covid-19 School closures children and adolescents inequities mental health crisis pandemic remote education Index. décimale : PER Périodiques Résumé : School closures were one of the earlier actions taken as the world tried to contain the COVID-19 outbreak, a decision impacting nearly three-fourths of the learners worldwide. One year into the pandemic, over 200 million students still faced disruptions to their education. Nearing the end of another academic year that has occurred entirely during the pandemic, many schools remained fully or partially closed for in-person education, altering routines and representing potential hardships to the next generation and their families. This article will explore the potential impacts of school closures on children and adolescents related to increased screen time, irregular sleep patterns, less balanced diets, learning difficulties, and changes in social interaction. In addition, we note broader familial difficulties likely accompanying the loss of the mitigating effects of schools and their associated support systems, such as parental stress and work responsibilities, loss of employment, intimate partner violence, child abuse and neglect, and parental substance abuse, which appear to have increased during the pandemic. Considering what is known about the impact from previous natural catastrophes, the populations at risk, and the early but not yet definitive data from the current pandemic, we stress the urgent need for robust data as we prepare for a new academic year in the Northern Hemisphere. Although we currently lack consistent and complete data, signs for concern include a rise in pediatric emergency room visits for mental health and substance use issues in many parts of the world. This paper aims to stimulate a discussion about the potential mental health effects of school closures for children and adolescents in the context of a pandemic. En ligne : http://dx.doi.org/10.1111/jcpp.13535 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Examination of racial/ethnic disproportionality of autism in California / Paul LUELMO in Research in Autism Spectrum Disorders, 96 (August 2022)
[article]
Titre : Examination of racial/ethnic disproportionality of autism in California Type de document : Texte imprimé et/ou numérique Auteurs : Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur Article en page(s) : 102001 Langues : Anglais (eng) Mots-clés : Autism Racial/ethnic disproportionality Inequities Disparities Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480
in Research in Autism Spectrum Disorders > 96 (August 2022) . - 102001[article] Examination of racial/ethnic disproportionality of autism in California [Texte imprimé et/ou numérique] / Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur . - 102001.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 96 (August 2022) . - 102001
Mots-clés : Autism Racial/ethnic disproportionality Inequities Disparities Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 Including Children with Developmental Disabilities in the Equation During this COVID-19 Pandemic / Ramkumar AISHWORIYA in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Including Children with Developmental Disabilities in the Equation During this COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Ramkumar AISHWORIYA, Auteur ; Y. Q. KANG, Auteur Article en page(s) : p.2155-2158 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology/psychology/therapy COVID-19/epidemiology/prevention & control/psychology Child Developmental Disabilities/epidemiology/psychology/therapy Health Personnel/psychology Health Services Accessibility/trends Humans Mental Health/trends Pandemics SARS-CoV-2 Access to care Covid-19 Children Developmental delay Inequities Index. décimale : PER Périodiques Résumé : Amidst the ongoing novel Coronavirus disease pandemic, children with developmental disabilities warrant specific attention to minimise having disproportionate consequences. These children are especially vulnerable to the effects of the pandemic due to (1) Greater healthcare needs, (2) Dependency on community-based services and (3) Mental health concerns. Healthcare professionals, public health systems and the society needs to come together to advocate for these children by optimising access to healthcare and community intervention services, promoting mental well-being and caregiver welfare. The consequences of missed present-day opportunities might only be evident in the years to come in these children. Hence, despite the prolonged pandemic, with consequent limitations in availability of resources, children with developmental disabilities should continue to be supported. En ligne : http://dx.doi.org/10.1007/s10803-020-04670-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2155-2158[article] Including Children with Developmental Disabilities in the Equation During this COVID-19 Pandemic [Texte imprimé et/ou numérique] / Ramkumar AISHWORIYA, Auteur ; Y. Q. KANG, Auteur . - p.2155-2158.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2155-2158
Mots-clés : Autism Spectrum Disorder/epidemiology/psychology/therapy COVID-19/epidemiology/prevention & control/psychology Child Developmental Disabilities/epidemiology/psychology/therapy Health Personnel/psychology Health Services Accessibility/trends Humans Mental Health/trends Pandemics SARS-CoV-2 Access to care Covid-19 Children Developmental delay Inequities Index. décimale : PER Périodiques Résumé : Amidst the ongoing novel Coronavirus disease pandemic, children with developmental disabilities warrant specific attention to minimise having disproportionate consequences. These children are especially vulnerable to the effects of the pandemic due to (1) Greater healthcare needs, (2) Dependency on community-based services and (3) Mental health concerns. Healthcare professionals, public health systems and the society needs to come together to advocate for these children by optimising access to healthcare and community intervention services, promoting mental well-being and caregiver welfare. The consequences of missed present-day opportunities might only be evident in the years to come in these children. Hence, despite the prolonged pandemic, with consequent limitations in availability of resources, children with developmental disabilities should continue to be supported. En ligne : http://dx.doi.org/10.1007/s10803-020-04670-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452