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Disparities in Services between Latino and Non-Latino White Children with ASD and Next StepsChildren with ASD and Next Steps
Sandy Magaña, PhD, Rebecca Paradiso, MSW, Arellys Aguinaga BAUniversity of Wisconsin-Madison
Research on disparities
Disparities in diagnosis of autism among Disparities in diagnosis of autism among Latinos are well established
Discrepancies in classification have been Discrepancies in classification have been found among Latino children Assessments often do not take into account Assessments often do not take into account
language barriers and assessment tools not validated for Spanish speaking populations
Research continued
Early intervention programs in states withEarly intervention programs in states with higher African American and Latino children are less able to meet increased demand of
i hild i h iserving children with autism Age of diagnosis: Latinos and African
A i l t th L ti hitAmericans later than non-Latino whites Latinos and African American children with
ASDs have lower access to health care thanASDs have lower access to health care than non-Latino whites
Research questions
Do Latino and White children differ in age of diagnosis? ever receiving key public services (birth to three, preschool
services k-12 special education)?services, k 12 special education)? the total number of services received and number of unmet
services at time of interview?
D t l d ti l l d b f f Do maternal education level and number of sources of knowledge about autism mediate the relationship between race/ethnicity and services?
What are barriers to receiving services for Latino children?
Study
Surveys: 105 totalSurveys: 105 total 46 Latina mothers Data collected as part of larger study with in-home p g y
interviews Recruited through service providers and support
groupsgroups 59 non-Latino White mothers Mail survey on service questions Mail survey on service questions Recruited through services providers and
organizations
Demographics
Characteristic Non-Latino LatinoWhite
Mom’s age 44.5 38.6*
HS or less 5.4 54.3***Some collegeCollege grad +
19.675
23.919.6
Mom employed 66.1 48.9
Married or living 92 9 68 1**Married or living w/ part.
92.9 68.1**
Demographics
Ch t i ti N L ti L tiCharacteristic Non-Latino White
Latino
Annual incomeAnnual income0-$29,00030 000-49 000
5.510 9
56.5***23 930,000-49,000
$50,000+10.983.6
23.919.6
Child Age 9 8 9 4Child Age 9.8 9.4
# of child 4.80 3.79*behavior probs
Age of diagnosis
4
3
3.5
4
2
2.5
Latino
1
1.5 White
0
0.5
Age first noticed age told MD Age of DXg g g
Age of diagnosis by age group
6
5
6
3
4
Latino
1
2White
0
1
0 to 5 6 to 11 12 and upp
When concerns brought to MD
35
40
45
20
25
30
35
white
5
10
15
20 white
Latino
0
5
said child growout
said too early dev. Normalout
When concerns brought to MD
40
30
35
40
15
20
25
white
5
10
15 latino
0ordered test referred to spec overall active
responsep
What did diagnosing professional do after giving diagnosis of ASD
PercentPercentGave info on available services 58Gave literature on autism 41Gave literature on autism 41Spent time talking about autism 41Referred to autism specialist 24Referred to autism specialist 24Referred to support group 21P id d dditi l i f 12Provided no additional info 12
Families learned about autism from
fri nd
books & Mags
fam mbr
friends
internet
other parents
books & Mags
white
Latino
sup grp
ed profes.
0 20 40 60 80 100 120
HC profes.
Key public services in Wisconsin: Ever received
90
70
80
90
40
50
60
White
10
20
30 Latino
0
10
Birth to 3 Early child Special Ed autismwaiver
Services received at time of interview
ti l
physicaltherapy
occupationaltherapy
White
Latino
i l k
speech therapy
0 50 100 150 200
social worker
Services currently received
respite
intensive autism therapy
psychological services
p
White
Latino
recreational programs
0 50 100 150 200
medical assistance
Services and sources of knowledge
Barriers for Latino children for intensive autism therapy (waiver)
didn't know avail
service not app
wait list
child will not accept
other
not eligible
Barriers for Latino children for Respite
didn't know avail
service not app
wait list
child will not accept
not avail
other
too expensive
inconvenient
Barriers for Latino children for psychological services
didn't know avail
service not app
no insurance
not satisfied
no spanish spk
other
Barriers for Latino children for recreation services
didn't know avail
service not app
too expensivetoo expensive
child will not accept
other
Pathway to services
EarlyDiagnosis
County DDServices
Waiver ProgramIntensive autism
therapy
right away
Birth to Three
therapy
Waiting list forWaiting list forCounty services
Late diagnosis
What do we do now?
Clearly must get needed information aboutClearly must get needed information about services to Latino families
Agencies need to reach out to populations g p pthat lack access to knowledge, information, networks, etc.
Information must be presented in a culturally and linguistically appropriate manner
New pilot intervention study in progress
Entendiendo el Autismo Puedo Entender Entendiendo el Autismo, Puedo Entender Mejor a mi Hijo (By Understanding Autism, I Can Better Understand My Child).y ) Funded by UW Madison’s Institute on Clinical and
Translational Research (ICTR) Community Partner: Wisconsin Family Assistance
Center for Education Training and Support (WI FACETS)FACETS)
By Understanding Autism, I B tt U d t d M ChildI can Better Understand My Child
Advisory committee
Latino parents of children with autism; localLatino parents of children with autism; local social service and medical professionals who work with Latino families; autism d E il Il d h deducator Emily Iland; research and
FACETS staffM t l ti t i d i Met several times to review and give feedback on program content
Will continue to meet throughout course of Will continue to meet throughout course of project
d dAdvisory Board
Promotoras de salud
Program delivered by Promotoras de SaludProgram delivered by Promotoras de Salud (i.e. community health workers (CHWs)) Definition: A lay health educator, or peer leader,
indigenous to the target community who receives training to provide health education
Unique approach Unique approach Hired 3 mothers of children with autism Received intensive training in Spanish to review Received intensive training in Spanish to review
program content Conduct home visits with participants
P d S l dPromotoras de Salud
C f C l i fCeremony for Completion of Program Training
Autism education for parents
Program consists of 2 modules; each have 8Program consists of 2 modules; each have 8 weeks of content
1 session administered/week Each session approximately 1 hour long Sessions includes activities, discussions and ,
home work assignments
First module
Focus on child development; understand an Focus on child development; understand an autism diagnosis; learning about available autism resources and services; and ;explaining a child’s behaviors to others.
First module sessions
Session One: Introduction and pre-testp Session Two: Understanding Child Development Session Three: Understanding the Autism Spectrum
and Your Child’s Needsand Your Child s Needs Session Four: How to be an Effective Advocate Session Five: Advocacy in the School System Session Six: Talking About Autism and Building
Social Support Session Seven: Stress and Depression Session Seven: Stress and Depression Session Eight: Looking Ahead and Post-test
Second module
Focus on strategies parents can do to work Focus on strategies parents can do to work with their child on enhancing social and communication skills and reducing problem g pbehaviors
Second module sessions
Session One: Introduction and Pre-test Session Two: Learning About Research-Based
Interventions Session Three: Understanding Behavior Problems Session Three: Understanding Behavior Problems Session Four: Preventing and Reducing Problem
Behaviors Session Five: Communication Session Six: Social Skills Session Seven: Play Skills Session Seven: Play Skills Session Eight: Looking Ahead and Post-test
In conclusion
Clear disparities exist for Latino children comparedClear disparities exist for Latino children compared to non-Latino white children In age of diagnosis How families get information Birth-to-three and intensive therapy Number of services accessed and unmet service needs Number of services accessed and unmet service needs
overall Need more programs to provide information in
culturally competent ways
Acknowledgements
Students: Holly Morton, Maria Hernandez, Martha De Leon,
Arellys Aguinaga, Rebecca Paradiso Funding and Support:
Center on Disparities in Health (CDH), UW-Madison School of Medicine(NIH Center Grant)School of Medicine(NIH Center Grant)
UW System Institute on Race & Ethnicity Hilldale Student Fellowship Programp g UW Institute for Clinical and Translational Research
(ICTR) Waisman Center
References
Liptak, G. Benzoni, L., Mruzek, D., Nolan, K., Thingvoll, M., & Wade, C. (2008). Disparities in diagnosis and access to health services for children with autism: Data from the Nationalin diagnosis and access to health services for children with autism: Data from the National Survey of Children’s health. Journal of Developmental and Behavioral Pediatrics, 29, 152-160.
Mandell, D., Novak, M., & Zubritzky, C. (2005). Factors associated with age of diagnosis among children with autism spectrum disorders. Pediatrics, 116, 1480-1486.
Mandell D Wiggins L Carpenter L Daniels J DiGuiseppi C Durkin M et al Mandell, D., Wiggins, L., Carpenter, L., Daniels, J., DiGuiseppi, C., Durkin, M. et al., (2009). Racial and ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99, 493-498.
Overton, T., Fielding, C., De Alba, R. (2008). Brief report: Exploratory analysis of the ADOS revised algorithm: Specificity and predictive value with Hispanic children referred for autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 1166-1169.spectrum disorders. Journal of Autism and Developmental Disorders, 38, 1166 1169.
Reinschmidt, K.., Hunter, J.., Fernández, M.., Lacy-Martínez, C., et al. (2006). Understanding the success of promotoras in increasing chronic disease screening. Journal of Health Care for the Poor and Underserved, 17, 256-264.
Wise M Little A Holliman J Wise P & Wang J (2010) Can state early intervention Wise, M., Little, A., Holliman, J., Wise, P., & Wang, J. (2010). Can state early intervention programs meet the increased demand of children suspected of having autism spectrum disorders? Journal of Developmental and Behavioral Pediatrics, 31, 469-476.