Examination of racial/ethnic disproportionality of autism in California / Paul LUELMO in Research in Autism Spectrum Disorders, 96 (August 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 96 (August 2022) . - 102001 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 [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

It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Titre : It’s who you know: Caregiver social networks predict service use among under-resourced children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : 101843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] It’s who you know: Caregiver social networks predict service use among under-resourced children with autism [Texte imprimé et/ou numérique] / Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur . - 101843. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)  

Public ISBD [article]  inAutism > 26-8 (November 2022) . - p.2026-2040 Titre : Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.2026-2040 Langues : Anglais (eng) Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices [Texte imprimé et/ou numérique] / Jessica R. STEINBRENNER, Auteur ; Nancy MCINTYRE, Auteur ; Lindsay F. RENTSCHLER, Auteur ; Jamie N. PEARSON, Auteur ; Paul LUELMO, Auteur ; Maria Elizabeth JARAMILLO, Auteur ; Brian A. BOYD, Auteur ; Connie S. WONG, Auteur ; Sallie W. NOWELL, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur . - p.2026-2040. Langues : Anglais (eng) in Autism > 26-8 (November 2022) . - p.2026-2040 Mots-clés : Child  Humans  Asian People  Autism Spectrum Disorder  Autistic Disorder  Ethnicity  Evidence-Based Practice  Systematic Reviews as Topic  autism  interventions —psychosocial/behavioral  race  systematic review  research, authorship, and/or publication of this article. Index. décimale : PER Périodiques Résumé : Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. En ligne : http://dx.doi.org/10.1177/13623613211072593 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / Paul LUELMO in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1809-1815 Titre : Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul LUELMO, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1809-1815 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Education, Special  Ethnicity  Humans  Minority Groups  Parents  Pilot Projects  Hispanic  Individualized Education Program  Latinx  autism  family engagement  parent advocacy  pilot study  randomized trial  special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Paul LUELMO, Auteur ; Connie KASARI, Auteur . - p.1809-1815. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1809-1815 Mots-clés : Autism Spectrum Disorder/therapy  Child  Education, Special  Ethnicity  Humans  Minority Groups  Parents  Pilot Projects  Hispanic  Individualized Education Program  Latinx  autism  family engagement  parent advocacy  pilot study  randomized trial  special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

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