The Influence of Demographic Factors on the Identification of Autism Spectrum Disorder: A Review and Call for Research

Nowell, Kerri P.; Brewton, Christie M.; Allain, Elizabeth; Mire, Sarah S.

doi:10.1007/s40489-015-0053-x

Cited by 42 publications

(34 citation statements)

References 52 publications

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“…Finally, as rural families face numerous obstacles in obtaining ASD services (see Antezana, Scarpa, Valdespino, Albright, & Richey, 2017), it is incumbent upon graduate training programs and in-service or continuing education opportunities to integrate an understanding of the needs and cultures of diverse communities, including rural ones. This should include learning about variations in ASD knowledge and perceptions affecting parent treatment seeking behavior (Nowell, Brewton, Allain, & Mire, 2015) and the use of innovative service delivery models (i.e., teleconsultation) that could be used to enhance ASD care (e.g., Ashburner, Vickerstaff, Beetge, & Copley, 2016). When providers from a variety of disciplines have exposure to these issues, the result may be enhanced service provision, and, ultimately, access to geographically equitable ASD treatment options.…”

Section: Discussionmentioning

confidence: 99%

Autism Treatment: Families’ Use Varies Across U.S. Regions

Mire

Hughes

Manis

et al. 2018

Journal of Disability Policy Studies

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Children with autism spectrum disorder (ASD) receive a variety of treatments, which vary in terms of empirical support (evidence-based vs. negligible), delivery setting (school-based vs. private), and target (biochemical processes vs. behavior/learning). Although some treatments are more commonly used (i.e., speech-language therapy, occupational therapy), widely accepted (i.e., Applied Behavior Analysis [ABA]), and/or well-researched (i.e., early intensive behavioral intervention) compared with others, innumerable treatment options are available that purport to address core or related symptoms of ASD. Complex and multiple factors including child symptoms, parent perceptions and choices, and availability of or access to care influence treatments ultimately sought for children with ASD, but very little is known about whether and how use of treatment types varies in different U.S. regions. Understanding such patterns may provide insight into ASD-affected families' treatment preferences and needs in various geographic locations, and this was the purpose of the current study.

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Section: Discussionmentioning

confidence: 99%

Autism Treatment: Families’ Use Varies Across U.S. Regions

Mire

Hughes

Manis

et al. 2018

Journal of Disability Policy Studies

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“…Though ASD is the one of the most widespread neurodevelopmental disorders with rapidly increasing incidence rates and the racial and ethnic disparities in special education identification and services, including autism, are well-documented, there is limited research investigating multicultural factors and ASD [16]. This seems especially true relative to the unexpectedly high rates of autism identification in Asian children in US schools.…”

Section: Problem Statement and Study Purposementioning

confidence: 99%

Asian Children with Autism in US Schools: Potential Drivers of Unexpected Disproportionality

Foley¹

2019

IJTIE

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Racial and ethnic disparities in both the identification and treatment in special education in the US has been well-documented with Black and Hispanic students being at significantly greater risk for school-based identification of disabilities, in general, and certain disability types in particular, as compared to White counterparts. By contrast, Asian students are much less likely than Whites to be identified as having disabilities in all categories except one: autism. There is a lack of research into the reasons for the unexpectedly high rates of schoolbased autism identification of Asian students. An examination of data collected during the evaluations of three Indian children suggested at least two drivers. Examples of how these potential drivers manifested in these cases and implications for educators are provided.

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“…Recent work has shown that the diagnosis of autism is less likely to be made early in families from poor backgrounds or from families from ethnic minority groups 17 —reflecting inequalities reported elsewhere. 18 This problem with equity of access could be addressed by having a more widely available process for identifying children with neurodevelopmental disorder as early as possible. One mechanism for improving equity of access is school-based assessments.…”

Section: Introductionmentioning

confidence: 99%

Systematic approach to school-based assessments for autism spectrum disorders to reduce inequalities: a feasibility study in 10 primary schools

et al. 2021

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ObjectivesThis was a pilot study to explore whether the Early Years Foundation Stage Profile (EYFSP) carried out by UK teachers within the ‘reception’ year, combined with the Social Communication Questionnaire (SCQ), can lead to early identification of children with autism spectrum disorders (ASD) and early access to intervention and can reduce inequity in access to assessment and intervention.DesignPragmatic prospective cohort.SettingTen primary schools from the SHINE project in Bradford.Participants587 pupils from 10 schools who transitioned from reception to year 1 in July 2017 and had the EYFSP completed were included in the final study.InterventionsThe assessment involved a multidisciplinary team of three staff who completed Autism Diagnostic Interview–Revised, Autism Diagnostic Observation Schedule Version 2, classroom observations with an ASD checklist, a teacher-based ASD questionnaire and a final consensus meeting.Primary outcome measureNational Institute for Health and Care Excellence guideline-compliant clinical diagnosis of ASD.Secondary outcome measuresAge of diagnosis, demographic data and feasibility parameters.ResultsChildren with low scores on the EYFSP were more likely to score above the SCQ threshold of 12, indicating potential autism (50% compared with 19% of children with high scores on the EYFSP (p<0.001)). All children scoring above the SCQ threshold received a full autism assessment; children who scored low on the EYFSP were more likely to be diagnosed with autism (and other developmental issues) compared with those who did not.ConclusionsWe identified nine new children with a diagnosis of ASD, all from ethnic minorities, suggesting that this process may be addressing the inequalities in early diagnosis found in previous studies. All children who scored above the SCQ threshold required support (ie, had a neurodevelopmental disorder), indicating the EYFSP questionnaire captured ‘at-risk’ children.

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The Influence of Demographic Factors on the Identification of Autism Spectrum Disorder: A Review and Call for Research

Cited by 42 publications

References 52 publications

Autism Treatment: Families’ Use Varies Across U.S. Regions

Autism Treatment: Families’ Use Varies Across U.S. Regions

Asian Children with Autism in US Schools: Potential Drivers of Unexpected Disproportionality

Systematic approach to school-based assessments for autism spectrum disorders to reduce inequalities: a feasibility study in 10 primary schools

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