Barriers to Autism Assessment for Minority Students

Umaña, I. Y. (Ileana)¹, Furrer, J. (Jessica)^1
1Texas A&M University, College Station, TX, USA

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

Autism, Culturally Diverse, Linguistically Diverse, Assessment, Bias, Barriers

Summary

According to the World Health Organization, 1 in 160 children has an Autism Spectrum disorder (ASD) (World Health Organization, 2017). The prevalence of ASD is lower in ethnic minority children when compared to those in the majority group (Begeer et al., 2009; Mandell et al., 2002). Additionally, if the parents of the student speak a different language, the diagnosis of an ASD is further delayed (Hidalgo et al., 2015).

The proposed poster presents a literature review conducted in February of 2019 on the barriers encountered by minority group parents during the ASD assessment process. The terms autism, autism spectrum disorder, asd, autis*, PDD, PDD NOS, pervasive developmental disorder, and speech delay were combined with measurement, assessment and evaluation, and the terms parent*, mother, father, guardian, and caregiver. Four university provided databases were searched and found 372 results. Of these results, 15 articles related to the topic.

The goal of the poster is to identify barriers reported by parents that prevent the onset of the assessment process or are encountered during the assessment process. The identification of these barriers is of great utility for practitioners in the field by enhancing practice and allow for new and earlier diagnosis for underserved communities.

Auteurs