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Race, disability, and grade: Social relationships in children with autism spectrum disorders / Gazi F. AZAD in Autism, 21-1 (January 2017)
[article]
Titre : Race, disability, and grade: Social relationships in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur Article en page(s) : p.92-99 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.92-99[article] Race, disability, and grade: Social relationships in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Gazi F. AZAD, Auteur ; Jill LOCKE, Auteur ; Connie KASARI, Auteur ; David S MANDELL, Auteur . - p.92-99.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.92-99
Mots-clés : autism autism spectrum disorders friendship race social network social relationships Index. décimale : PER Périodiques Résumé : Race is associated with social relationships among typically developing children; however, studies rarely examine the impact of race on social outcomes for children with autism spectrum disorder. This study examined how race (African American, Latino, Asian, or White) in conjunction with disability status (autism spectrum disorders or typically developing) and grade (grades K–2 or 3–5) affects friendships and social networks. The sample comprises 85 children with autism spectrum disorders and 85 typically developing controls matched on race, gender, age/grade, and classroom (wherever possible). Race, disability, and grade each had an independent effect on friendship nominations, and there was an interaction among the three variables. Specifically, children with autism spectrum disorders who were African American or Latino in the upper elementary grades received fewer friendship nominations than typically developing White children in the lower elementary grades. Only the presence of autism spectrum disorders was associated with social network centrality. Our results also suggested that Latino children with autism spectrum disorders in the upper elementary grades were at the highest risk of social isolation. Implications for re-conceptualizing social skills interventions are discussed. En ligne : http://dx.doi.org/10.1177/1362361315627792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Are Developmental Monitoring and Screening Better Together for Early Autism Identification Across Race and Ethnic Groups? / Brian D. BARGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Are Developmental Monitoring and Screening Better Together for Early Autism Identification Across Race and Ethnic Groups? Type de document : Texte imprimé et/ou numérique Auteurs : Brian D. BARGER, Auteur ; C. RICE, Auteur ; Teal W. BENEVIDES, Auteur ; A. SALMON, Auteur ; S. SANCHEZ-ALVAREZ, Auteur ; D. CRIMMINS, Auteur Article en page(s) : p.203-218 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Child Ethnicity Humans Prevalence Racial Groups Autism Developmental Monitoring Developmental Screening Early Identification Race Index. décimale : PER Périodiques Résumé : National Surveys of Children's Health (NSCH, 2016-2018) data were analyzed to determine if conjoint monitoring and screening showed stronger associations with children under 5 identified with ASD compared to monitoring alone, screening alone or no monitoring or screening; and investigate relationships between monitoring and screening across racial/ethnic subgroups. 86 of 332 children with ASD received their diagnosis in a timeframe suggesting potential monitoring and screening for identification purposes. Analyses showed that conjoint monitoring and screening and monitoring alone, but not screening alone, was associated with early identified ASD cases across race groups. Caution is warranted as interpreting NSCH monitoring and screening items solely for identification purposes is inaccurate in many cases. More research on monitoring with screening is needed. En ligne : http://dx.doi.org/10.1007/s10803-021-04943-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.203-218[article] Are Developmental Monitoring and Screening Better Together for Early Autism Identification Across Race and Ethnic Groups? [Texte imprimé et/ou numérique] / Brian D. BARGER, Auteur ; C. RICE, Auteur ; Teal W. BENEVIDES, Auteur ; A. SALMON, Auteur ; S. SANCHEZ-ALVAREZ, Auteur ; D. CRIMMINS, Auteur . - p.203-218.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.203-218
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder/diagnosis Child Ethnicity Humans Prevalence Racial Groups Autism Developmental Monitoring Developmental Screening Early Identification Race Index. décimale : PER Périodiques Résumé : National Surveys of Children's Health (NSCH, 2016-2018) data were analyzed to determine if conjoint monitoring and screening showed stronger associations with children under 5 identified with ASD compared to monitoring alone, screening alone or no monitoring or screening; and investigate relationships between monitoring and screening across racial/ethnic subgroups. 86 of 332 children with ASD received their diagnosis in a timeframe suggesting potential monitoring and screening for identification purposes. Analyses showed that conjoint monitoring and screening and monitoring alone, but not screening alone, was associated with early identified ASD cases across race groups. Caution is warranted as interpreting NSCH monitoring and screening items solely for identification purposes is inaccurate in many cases. More research on monitoring with screening is needed. En ligne : http://dx.doi.org/10.1007/s10803-021-04943-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race / Yael G. DAI in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
[article]
Titre : Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race Type de document : Texte imprimé et/ou numérique Auteurs : Yael G. DAI, Auteur ; Katelynn S. PORTO, Auteur ; Mary SKAPEK, Auteur ; Marianne L. BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Deborah A. FEIN, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.855-867 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early identification M-chat-r/f Race Screening of M-CHAT LLC, which receives royalties from companies that incorporate the M-CHAT-R/F into commercial products. Data reported in this manuscript did not incur any royalties. The remaining authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) is the most widely used screener for ASD. Despite the comparable rate of ASD in Black and White children, the M-CHAT-R/F was validated on a primarily White, Non-Hispanic sample. Few studies have assessed whether the screener performs adequately with racial minorities. This study compared the M-CHAT-R/F Positive Predictive Value (PPV), for ASD, and for any developmental condition, in Black and White children. We also examined M-CHAT-R/F item-level PPV by race. The PPVs for ASD and other developmental disorders were similar in both racial groups for total score and individual items. Therefore, our findings support the use of the M-CHAT-R/F with Black and White children. En ligne : http://dx.doi.org/10.1007/s10803-020-04428-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.855-867[article] Comparison of the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) Positive Predictive Value by Race [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Katelynn S. PORTO, Auteur ; Mary SKAPEK, Auteur ; Marianne L. BARTON, Auteur ; Thyde DUMONT-MATHIEU, Auteur ; Deborah A. FEIN, Auteur ; Diana L. ROBINS, Auteur . - p.855-867.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-3 (March 2021) . - p.855-867
Mots-clés : Autism spectrum disorder Early identification M-chat-r/f Race Screening of M-CHAT LLC, which receives royalties from companies that incorporate the M-CHAT-R/F into commercial products. Data reported in this manuscript did not incur any royalties. The remaining authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : The Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F) is the most widely used screener for ASD. Despite the comparable rate of ASD in Black and White children, the M-CHAT-R/F was validated on a primarily White, Non-Hispanic sample. Few studies have assessed whether the screener performs adequately with racial minorities. This study compared the M-CHAT-R/F Positive Predictive Value (PPV), for ASD, and for any developmental condition, in Black and White children. We also examined M-CHAT-R/F item-level PPV by race. The PPVs for ASD and other developmental disorders were similar in both racial groups for total score and individual items. Therefore, our findings support the use of the M-CHAT-R/F with Black and White children. En ligne : http://dx.doi.org/10.1007/s10803-020-04428-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Educational classifications of autism spectrum disorder and intellectual disability among school-aged children in North Carolina: Associations with race, rurality, and resource availability / Eunsoo Timothy KIM in Autism Research, 14-5 (May 2021)
[article]
Titre : Educational classifications of autism spectrum disorder and intellectual disability among school-aged children in North Carolina: Associations with race, rurality, and resource availability Type de document : Texte imprimé et/ou numérique Auteurs : Eunsoo Timothy KIM, Auteur ; Lauren FRANZ, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Jill HOWARD, Auteur ; Gary MASLOW, Auteur Article en page(s) : p.1046-1060 Langues : Anglais (eng) Mots-clés : autism spectrum disorder health disparities intellectual disability race rurality Index. décimale : PER Périodiques Résumé : Disparities exist in the recognition of autism spectrum disorder (ASD) and intellectual disability (ID) in racial/ethnic minorities in the United States. This study examined whether rurality, race/ethnicity, and low resource availability are associated with disparities in primary educational classifications of ASD and ID in North Carolina (NC). Descriptive maps were created. Multilevel logistic regression models examined two separate outcomes (mild ID vs. ASD; moderate/severe ID vs. ASD). For the interaction term included in the model (race/ethnicity and residence), predicted probabilities were estimated and plotted. The effects of other covariates were also estimated. Rural counties had fewer students with ASD and a greater number of students with ID compared to urban counties. The majority of students with ASD were non-Hispanic Whites, while the majority of students with ID were non-Hispanic Blacks. Compared to non-Hispanic White students, non-Hispanic Black students were overrepresented in the ID classification and underrepresented in the ASD classification across urban and rural areas. Indicators of low resource availability were also associated with higher probabilities of ID vs. ASD classification. Differences in primary educational classification based on urban-rural divide, race/ethnicity, and resource availability are important to understand as they may point to disparities that could have significant policy and service implications. Because disparities manifest through complex interactions between environmental, socioeconomic and system-level factors, reduction in these disparities will require broader approaches that address structural determinants. Future research should utilize disparity frameworks to understand differences in primary educational classifications of ASD and ID in the context of race/ethnicity and rurality. LAY SUMMARY: Rural counties in North Carolina had fewer students with ASD and a greater number of students with ID compared to urban counties. Compared to non-Hispanic White students, non-Hispanic Black students were over-represented in the ID educational classification and underrepresented in the ASD classification. Differences in classification of ASD and ID based on urban-rural divide, race/ethnicity, and resource availability may point to disparities that could have significant policy and service implications. Autism Res 2021, 14: 1046-1060. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.1046-1060[article] Educational classifications of autism spectrum disorder and intellectual disability among school-aged children in North Carolina: Associations with race, rurality, and resource availability [Texte imprimé et/ou numérique] / Eunsoo Timothy KIM, Auteur ; Lauren FRANZ, Auteur ; Danai KASAMBIRA FANNIN, Auteur ; Jill HOWARD, Auteur ; Gary MASLOW, Auteur . - p.1046-1060.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.1046-1060
Mots-clés : autism spectrum disorder health disparities intellectual disability race rurality Index. décimale : PER Périodiques Résumé : Disparities exist in the recognition of autism spectrum disorder (ASD) and intellectual disability (ID) in racial/ethnic minorities in the United States. This study examined whether rurality, race/ethnicity, and low resource availability are associated with disparities in primary educational classifications of ASD and ID in North Carolina (NC). Descriptive maps were created. Multilevel logistic regression models examined two separate outcomes (mild ID vs. ASD; moderate/severe ID vs. ASD). For the interaction term included in the model (race/ethnicity and residence), predicted probabilities were estimated and plotted. The effects of other covariates were also estimated. Rural counties had fewer students with ASD and a greater number of students with ID compared to urban counties. The majority of students with ASD were non-Hispanic Whites, while the majority of students with ID were non-Hispanic Blacks. Compared to non-Hispanic White students, non-Hispanic Black students were overrepresented in the ID classification and underrepresented in the ASD classification across urban and rural areas. Indicators of low resource availability were also associated with higher probabilities of ID vs. ASD classification. Differences in primary educational classification based on urban-rural divide, race/ethnicity, and resource availability are important to understand as they may point to disparities that could have significant policy and service implications. Because disparities manifest through complex interactions between environmental, socioeconomic and system-level factors, reduction in these disparities will require broader approaches that address structural determinants. Future research should utilize disparity frameworks to understand differences in primary educational classifications of ASD and ID in the context of race/ethnicity and rurality. LAY SUMMARY: Rural counties in North Carolina had fewer students with ASD and a greater number of students with ID compared to urban counties. Compared to non-Hispanic White students, non-Hispanic Black students were over-represented in the ID educational classification and underrepresented in the ASD classification. Differences in classification of ASD and ID based on urban-rural divide, race/ethnicity, and resource availability may point to disparities that could have significant policy and service implications. Autism Res 2021, 14: 1046-1060. © 2021 International Society for Autism Research, Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Examining the Role of Race, Ethnicity, and Gender on Social and Behavioral Ratings Within the Autism Diagnostic Observation Schedule / Ashley J. HARRISON in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : Examining the Role of Race, Ethnicity, and Gender on Social and Behavioral Ratings Within the Autism Diagnostic Observation Schedule Type de document : Texte imprimé et/ou numérique Auteurs : Ashley J. HARRISON, Auteur ; Kristin A. LONG, Auteur ; Douglas C. TOMMET, Auteur ; Richard N. JONES, Auteur Article en page(s) : p.2770-2782 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Cross-cultural Social norms ADOS Measurement bias Race Ethnicity Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule (ADOS) is widely used to assess symptoms of autism spectrum disorder (ASD). Given well-documented differences in social behaviors across cultures, this study examined whether item-level biases exist in ADOS scores across sociodemographic groups (race, ethnicity, and gender). We examined a subset of ten ADOS items among participants (N?=?2458). Holding level of overall ADOS behavioral symptoms constant, we found significant item level bias (measurement noninvariance) for race and ethnicity on three ADOS items. Item-level bias was not apparent across gender. Although the magnitude of bias was small, our findings highlight the need to reevaluate norms and operational definitions used in assessments to increase ASD diagnostic accuracy among culturally-diverse groups. En ligne : https://doi.org/10.1007/s10803-017-3176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2770-2782[article] Examining the Role of Race, Ethnicity, and Gender on Social and Behavioral Ratings Within the Autism Diagnostic Observation Schedule [Texte imprimé et/ou numérique] / Ashley J. HARRISON, Auteur ; Kristin A. LONG, Auteur ; Douglas C. TOMMET, Auteur ; Richard N. JONES, Auteur . - p.2770-2782.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2770-2782
Mots-clés : Autism spectrum disorder Cross-cultural Social norms ADOS Measurement bias Race Ethnicity Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule (ADOS) is widely used to assess symptoms of autism spectrum disorder (ASD). Given well-documented differences in social behaviors across cultures, this study examined whether item-level biases exist in ADOS scores across sociodemographic groups (race, ethnicity, and gender). We examined a subset of ten ADOS items among participants (N?=?2458). Holding level of overall ADOS behavioral symptoms constant, we found significant item level bias (measurement noninvariance) for race and ethnicity on three ADOS items. Item-level bias was not apparent across gender. Although the magnitude of bias was small, our findings highlight the need to reevaluate norms and operational definitions used in assessments to increase ASD diagnostic accuracy among culturally-diverse groups. En ligne : https://doi.org/10.1007/s10803-017-3176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 Impact of IQ, age, SES, gender, and race on autistic symptoms / Susan DICKERSON MAYES in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkPatterns 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)
PermalinkThe Influence of Race and Ethnicity on the Relationship between Family Resilience and Parenting Stress in Caregivers of Children with Autism / Irang KIM in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
PermalinkThe relationship between race and comorbid symptoms in infants and toddlers with autism spectrum disorder / Jina JANG in Research in Autism Spectrum Disorders, 7-11 (November 2013)
PermalinkBrief Report: Sensitivity of Children with Autism Spectrum Disorders to Face Appearance in Selective Trust / Pengli LI in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
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