[article]
| Titre : |
Seen but not heard: School-based professionals’ oversight of autism in children from ethnic minority groups |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Delia A. BURKE, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur |
| Année de publication : |
2015 |
| Article en page(s) : |
p.112-120 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Evaluation Diagnostic error Ethnic minority School |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Abstract Previous studies have shown that ethnic background hinders clinician detection of autistic features in children from non-western minority groups. The use of a structured instrument during evaluation of these children can reduce the risk of hindered detection. The aims of the current studies were to establish the extent of school-based professionals’ involvement in detecting autism and to replicate earlier findings of autism detection amongst school mentors. Results showed that school-based professionals were reported to be the first to suspect autistic features in 20% of children later diagnosed with autism. Additionally, school-based professionals refer to autism more often when judging children from majority than children from minority groups. However, using a structured instrument did not eliminate this bias. Providing these professionals with culture-sensitive education may help maximise their involvement in detecting autism amongst children from all ethnic backgrounds. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2014.10.013 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 |
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.112-120
[article] Seen but not heard: School-based professionals’ oversight of autism in children from ethnic minority groups [Texte imprimé et/ou numérique] / Delia A. BURKE, Auteur ; Hans M. KOOT, Auteur ; Sander BEGEER, Auteur . - 2015 . - p.112-120. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.112-120
| Mots-clés : |
Evaluation Diagnostic error Ethnic minority School |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Abstract Previous studies have shown that ethnic background hinders clinician detection of autistic features in children from non-western minority groups. The use of a structured instrument during evaluation of these children can reduce the risk of hindered detection. The aims of the current studies were to establish the extent of school-based professionals’ involvement in detecting autism and to replicate earlier findings of autism detection amongst school mentors. Results showed that school-based professionals were reported to be the first to suspect autistic features in 20% of children later diagnosed with autism. Additionally, school-based professionals refer to autism more often when judging children from majority than children from minority groups. However, using a structured instrument did not eliminate this bias. Providing these professionals with culture-sensitive education may help maximise their involvement in detecting autism amongst children from all ethnic backgrounds. |
| En ligne : |
http://dx.doi.org/10.1016/j.rasd.2014.10.013 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 |
|
Seen but not heard: School-based professionals’ oversight of autism in children from ethnic minority groups in Research in Autism Spectrum Disorders, 9 (January 2015)
