Autism disproportionality in racially and ethnically minoritized and girl students in schools / Parker S BECKMAN in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.907-919 Titre : Autism disproportionality in racially and ethnically minoritized and girl students in schools Type de document : Texte imprimé et/ou numérique Auteurs : Parker S BECKMAN, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Alexa BROWNELL, Auteur ; Britany M BEAUCHESNE, Auteur ; Gwendolyn DAVIS, Auteur ; Jac?lyn BERA, Auteur ; Rabbiya SHAHID, Auteur Article en page(s) : p.907-919 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  disproportionality  prevalence  school-age children  special education Index. décimale : PER Périodiques Résumé : Special education services are crucial for enhancing outcomes and well-being among autistic students. Unfortunately, many racially and ethnically minoritized and girl autistic youth face challenges in timely and accurate identification. National-level data reveal autism prevalence rates differ across student gender, race, and ethnicity hindering access to services and appropriate education. As research focusing on autism disproportionality in schools is limited, we investigate autism identification disparities specific to racially and ethnically minoritized and girl students at the national and state levels in schools. State-level data from the 2019-2020 academic year were obtained from the United States Department of Education and analyzed to assess prevalence rate, relative risk, and systemic-level predictors of autism identification disparities. Girls were under-identified with autism in schools compared to their boy peers. The disproportionality risk of racially and ethnically minoritized students compared to White students had decreased in reference to prior reports, with the least improvement for Latine students. School locale proved significant in predicting the risk of autism identification for girl and Latine students. These findings can inform policy change, raise the collective consciousness, and encourage practitioners to seek out continued education regarding autism identification and girl students to reduce or eliminate these disparities.Lay abstract Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need. En ligne : https://dx.doi.org/10.1177/13623613241293046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Autism disproportionality in racially and ethnically minoritized and girl students in schools [Texte imprimé et/ou numérique] / Parker S BECKMAN, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Alexa BROWNELL, Auteur ; Britany M BEAUCHESNE, Auteur ; Gwendolyn DAVIS, Auteur ; Jac?lyn BERA, Auteur ; Rabbiya SHAHID, Auteur . - p.907-919. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.907-919 Mots-clés : autism spectrum disorders  disproportionality  prevalence  school-age children  special education Index. décimale : PER Périodiques Résumé : Special education services are crucial for enhancing outcomes and well-being among autistic students. Unfortunately, many racially and ethnically minoritized and girl autistic youth face challenges in timely and accurate identification. National-level data reveal autism prevalence rates differ across student gender, race, and ethnicity hindering access to services and appropriate education. As research focusing on autism disproportionality in schools is limited, we investigate autism identification disparities specific to racially and ethnically minoritized and girl students at the national and state levels in schools. State-level data from the 2019-2020 academic year were obtained from the United States Department of Education and analyzed to assess prevalence rate, relative risk, and systemic-level predictors of autism identification disparities. Girls were under-identified with autism in schools compared to their boy peers. The disproportionality risk of racially and ethnically minoritized students compared to White students had decreased in reference to prior reports, with the least improvement for Latine students. School locale proved significant in predicting the risk of autism identification for girl and Latine students. These findings can inform policy change, raise the collective consciousness, and encourage practitioners to seek out continued education regarding autism identification and girl students to reduce or eliminate these disparities.Lay abstract Special education services are important for helping autistic students succeed, but many racially and ethnically minoritized and girl students face difficulties in getting support because they are not identified appropriately in schools. This study looks at the identification of autism in racially and ethnically minoritized and girl students across schools in the United States during the 2019-2020 school year. We found that girls are less likely to be identified compared to boys, which means they might not get the help they need. The gap between racially and ethnically minoritized students and White students in autism identification has improved slightly, but Latinx students still face challenges. We also found that where students live (their locale) affects their chances of being identified, especially for girls and Latinx students. These findings show that there are disparities in school autism identification, and understanding them can help policymakers, educators, and communities make changes to ensure all autistic students get the support they need. En ligne : https://dx.doi.org/10.1177/13623613241293046 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample / Jennifer HA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Titre : Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur Article en page(s) : p.5058-5063 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample [Texte imprimé et/ou numérique] / Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur . - p.5058-5063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063 Mots-clés : Adult  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/diagnosis/therapy  Humans  Autism  Autism knowledge  Autism knowledge intervention  General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5523-5524 Titre : Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur Année de publication : 2022 Article en page(s) : p.5523-5524 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Correction to: Brief Report: Development and Validation of the Autism Spectrum Knowledge Scale General Population Version: Preliminary Analyses [Texte imprimé et/ou numérique] / Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Sarah E. SCHWARTZ, Auteur ; Kandice J. BENALLIE, Auteur ; Megan E. GOLSON, Auteur ; Chandler M. BENNEY, Auteur . - 2022 . - p.5523-5524. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5523-5524 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-021-05408-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

The ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations / Maryellen BRUNSON MCCLAIN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.998-1006 Titre : The ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations Type de document : Texte imprimé et/ou numérique Auteurs : Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Cassity R. HAVERKAMP, Auteur ; Megan E. GOLSON, Auteur ; Sarah E. SCHWARTZ, Auteur Article en page(s) : p.998-1006 Langues : Anglais (eng) Mots-clés : Asd  Asksp-r  Autism  Interdisciplinary  Knowledge  Professionals Index. décimale : PER Périodiques Résumé : It is important for all professionals who work with individuals who have ASD to have sufficient knowledge of the disorder. The development of ASD knowledge may occur during preservice training and/or through professional development. Currently, there is no "gold standard" measure of ASD knowledge. A study focusing on the development of a reliable and valid measure of ASD knowledge for practitioners and preservice professionals is warranted. To address this need, the current study provides preliminary information on the development and preliminary validation of the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R) with a sample of school-based professionals (N = 427). Results suggest the ASKSP-R is a univariate measure with good reliability. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04321-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 [article] The ASKSP Revised (ASKSP-R) as a Measure of ASD Knowledge for Professional Populations [Texte imprimé et/ou numérique] / Maryellen BRUNSON MCCLAIN, Auteur ; Bryn HARRIS, Auteur ; Cassity R. HAVERKAMP, Auteur ; Megan E. GOLSON, Auteur ; Sarah E. SCHWARTZ, Auteur . - p.998-1006. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.998-1006 Mots-clés : Asd  Asksp-r  Autism  Interdisciplinary  Knowledge  Professionals Index. décimale : PER Périodiques Résumé : It is important for all professionals who work with individuals who have ASD to have sufficient knowledge of the disorder. The development of ASD knowledge may occur during preservice training and/or through professional development. Currently, there is no "gold standard" measure of ASD knowledge. A study focusing on the development of a reliable and valid measure of ASD knowledge for practitioners and preservice professionals is warranted. To address this need, the current study provides preliminary information on the development and preliminary validation of the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R) with a sample of school-based professionals (N = 427). Results suggest the ASKSP-R is a univariate measure with good reliability. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04321-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419

---

1 (1 - 4 / 4)