Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment / Jessica L. KINARD in Journal of Autism and Developmental Disorders, 56-1 (January 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.183-212 Titre : Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment Type de document : texte imprimé Auteurs : Jessica L. KINARD, Auteur ; Mónica LOPEZ-VAZQUEZ, Auteur ; Luz E. ROBINSON, Auteur ; Oscar MORENO-LIZARAZO, Auteur ; Sophie G. LITWIN, Auteur ; Anggie N. AGUIRRE, Auteur ; Chavely Gonzalez RAMIREZ, Auteur ; Luisa BROOKS, Auteur ; Margaret DERAMUS, Auteur ; Rebecca GRZADZINSKI, Auteur ; Anne WHEELER, Auteur ; Bridgette KELLEHER, Auteur ; Katherine C. OKONIEWSKI, Auteur Article en page(s) : p.183-212 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism. The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach. Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers’ concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality. The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families’ familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality. En ligne : https://doi.org/10.1007/s10803-024-06538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment [texte imprimé] / Jessica L. KINARD, Auteur ; Mónica LOPEZ-VAZQUEZ, Auteur ; Luz E. ROBINSON, Auteur ; Oscar MORENO-LIZARAZO, Auteur ; Sophie G. LITWIN, Auteur ; Anggie N. AGUIRRE, Auteur ; Chavely Gonzalez RAMIREZ, Auteur ; Luisa BROOKS, Auteur ; Margaret DERAMUS, Auteur ; Rebecca GRZADZINSKI, Auteur ; Anne WHEELER, Auteur ; Bridgette KELLEHER, Auteur ; Katherine C. OKONIEWSKI, Auteur . - p.183-212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-1 (January 2026) . - p.183-212 Index. décimale : PER Périodiques Résumé : U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism. The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach. Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers’ concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality. The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families’ familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality. En ligne : https://doi.org/10.1007/s10803-024-06538-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

Turner syndrome: language profile of young girls at 12 and 24 months of age / Debra B. REINHARTSEN in Journal of Neurodevelopmental Disorders, 13 (2021)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 13 (2021) Titre : Turner syndrome: language profile of young girls at 12 and 24 months of age Type de document : texte imprimé Auteurs : Debra B. REINHARTSEN, Auteur ; Emil CORNEA, Auteur ; Margaret DERAMUS, Auteur ; Angelia B. WAITT, Auteur ; Rebecca Edmondson PRETZEL, Auteur ; Rebecca C. KNICKMEYER, Auteur ; Marsha L. DAVENPORT, Auteur ; John H. GILMORE, Auteur ; Stephen R. HOOPER, Auteur Langues : Anglais (eng) Mots-clés : Child, Preschool  Cognition  Female  Humans  Infant  Language Development  Language Development Disorders/epidemiology  Speech  Turner Syndrome/complications  Expressive language  Infants  Neurodevelopmental disorders  Receptive language  Social language  Symbolic language  Toddlers  Turner syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Turner syndrome (TS) is a genetic disorder associated with complete or partial absence of an X chromosome affecting approximately 1/2000 live female births. Available evidence suggests that, in the school-age years, girls with TS often require speech and language services; however, little is known about the language development of infants and toddlers. METHOD: This study (N = 31) explored the language profiles of 12- and 24-month-old girls with TS, as well as the percentage of girls who might be "at risk" for language delays. We also followed a subset of 12-month-old girls with TS to 24 months of age to determine the stability of the 12-month findings. RESULTS: Although all mean scores were within the average range at both time points, results revealed a higher prevalence of 24-month-old girls with TS "at risk" for receptive language difficulties. In addition, expressive language skills significantly exceeded receptive language skills at both time points. We found 12-month-old girls to be "at risk" for social and symbolic difficulties based on clinical assessment; only symbolic difficulties were significant based on caregiver report. At 24 months, clinical assessment indicated greater use of speech sounds and words than normative expectations. Caregivers reported greater use of speech sounds, and also, greater use of gestures. Although some changes occurred over a 1-year time span (12 to 24 months), all mean test scores remained within the average range and the changes in the percentage of girls manifesting "at risk" status on either the PLS-4 or CSBS-DP were non-significant. CONCLUSIONS: Although within normal limits, receptive language skills were found to be significantly lower than expressive language skills at both ages. Social and symbolic communication skills also were in the average range, with both showing significant improvement from 12 to 24 months based on clinical assessment. Caregiver report found that use of gestures and production of speech sounds not only improved from 12 to 24 months, but also exceeded normative expectations. Findings suggest the presence of relatively intact speech and language abilities during the first 2 years of life, with perhaps some emergent concerns for receptive language development. Ongoing developmental surveillance will be important. En ligne : https://dx.doi.org/10.1186/s11689-021-09401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574 [article] Turner syndrome: language profile of young girls at 12 and 24 months of age [texte imprimé] / Debra B. REINHARTSEN, Auteur ; Emil CORNEA, Auteur ; Margaret DERAMUS, Auteur ; Angelia B. WAITT, Auteur ; Rebecca Edmondson PRETZEL, Auteur ; Rebecca C. KNICKMEYER, Auteur ; Marsha L. DAVENPORT, Auteur ; John H. GILMORE, Auteur ; Stephen R. HOOPER, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 13 (2021) Mots-clés : Child, Preschool  Cognition  Female  Humans  Infant  Language Development  Language Development Disorders/epidemiology  Speech  Turner Syndrome/complications  Expressive language  Infants  Neurodevelopmental disorders  Receptive language  Social language  Symbolic language  Toddlers  Turner syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Turner syndrome (TS) is a genetic disorder associated with complete or partial absence of an X chromosome affecting approximately 1/2000 live female births. Available evidence suggests that, in the school-age years, girls with TS often require speech and language services; however, little is known about the language development of infants and toddlers. METHOD: This study (N = 31) explored the language profiles of 12- and 24-month-old girls with TS, as well as the percentage of girls who might be "at risk" for language delays. We also followed a subset of 12-month-old girls with TS to 24 months of age to determine the stability of the 12-month findings. RESULTS: Although all mean scores were within the average range at both time points, results revealed a higher prevalence of 24-month-old girls with TS "at risk" for receptive language difficulties. In addition, expressive language skills significantly exceeded receptive language skills at both time points. We found 12-month-old girls to be "at risk" for social and symbolic difficulties based on clinical assessment; only symbolic difficulties were significant based on caregiver report. At 24 months, clinical assessment indicated greater use of speech sounds and words than normative expectations. Caregivers reported greater use of speech sounds, and also, greater use of gestures. Although some changes occurred over a 1-year time span (12 to 24 months), all mean test scores remained within the average range and the changes in the percentage of girls manifesting "at risk" status on either the PLS-4 or CSBS-DP were non-significant. CONCLUSIONS: Although within normal limits, receptive language skills were found to be significantly lower than expressive language skills at both ages. Social and symbolic communication skills also were in the average range, with both showing significant improvement from 12 to 24 months based on clinical assessment. Caregiver report found that use of gestures and production of speech sounds not only improved from 12 to 24 months, but also exceeded normative expectations. Findings suggest the presence of relatively intact speech and language abilities during the first 2 years of life, with perhaps some emergent concerns for receptive language development. Ongoing developmental surveillance will be important. En ligne : https://dx.doi.org/10.1186/s11689-021-09401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=574

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