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Oudet S, Howard K, Gilhuber C, Robert M, Zimmerli J, Katsos N, Durrleman S. Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review. J Autism Dev Disord 2024:10.1007/s10803-024-06478-0. [PMID: 39127972 DOI: 10.1007/s10803-024-06478-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2024] [Indexed: 08/12/2024]
Abstract
A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants' language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided.
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Affiliation(s)
- Sarah Oudet
- University of Fribourg (Science and Medicine), Fribourg, CH, Switzerland.
| | | | | | - Marie Robert
- Agence Régionale de Santé (Hauts-de-Seine), Nanterre, France
| | | | - Napoleon Katsos
- University of Cambridge (Experimental Pragmatics), Cambridge, UK
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2
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Martino DC, Bertollo JR, Scarpa A. Service Acquisition for Children with Autism Spectrum Disorder in Rural Southwest Virginia: The Role of Caregiver Psychoeducation. J Autism Dev Disord 2024:10.1007/s10803-024-06305-6. [PMID: 38489106 DOI: 10.1007/s10803-024-06305-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/20/2024] [Indexed: 03/17/2024]
Abstract
PURPOSE Evidence-based intervention can significantly improve the trajectory of symptoms and overall outcomes for children with autism spectrum disorder (ASD), especially when implemented at an early age. However, families residing in rural communities experience barriers to accessing ASD-related services. The purpose of this pilot study was to assess how the provision of accessible caregiver psychoeducation related to new service acquisition for children recently diagnosed with ASD in rural Southwest Virginia. METHODS Psychoeducation was delivered either live by a clinician (Live PE, n = 13 caregivers) or via paper materials (Paper PE, n = 10 caregivers) and included content on ASD epidemiology and symptoms, risk factors, evidence-based interventions, and navigating service systems. Survey data were collected from caregivers of 20 children to measure new service acquisition within six months following psychoeducation. RESULTS Results indicated that 81.8% of children whose caregivers received Live PE obtained at least one new service within six months, compared to 55.6% of those whose caregivers received Paper PE. An independent samples t-test showed a significant difference in the number of new services obtained between groups, such that the Live PE group received over 2.5 times as many services as the Paper PE group. CONCLUSION Results suggest that psychoeducation, particularly delivered by a clinician, positively impacted service acquisition, and emphasize the clinical importance of personalized, accessible ASD psychoeducation for rural families. Future implications are discussed, including recommendations to evaluate the role of psychoeducation on service acquisition in larger samples.
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Affiliation(s)
- Daniele C Martino
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA.
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA.
| | - Jennifer R Bertollo
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
| | - Angela Scarpa
- Department of Psychology, Virginia Tech, Blacksburg, VA, USA
- Virginia Tech Autism Clinic & Center for Autism Research, Virginia Tech, Blacksburg, VA, USA
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Boulton KA, Hodge A, Levu K, Ong N, Silove N, Guastella AJ. Access and barriers to supports for children and caregivers attending public child developmental assessment services: Findings from the Sydney child neurodevelopment research registry. Autism Res 2024; 17:555-567. [PMID: 38009266 DOI: 10.1002/aur.3064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 10/30/2023] [Indexed: 11/28/2023]
Abstract
Families can spend years waiting for a developmental assessment. We sought to understand supports caregivers had accessed by the time of their child's first multi-disciplinary developmental assessment, the supports caregivers wanted, and the barriers caregivers reported to accessing these supports. We also sought to understand how government funding schemes (the National Disability Insurance Scheme) and sociodemographic factors influenced access to supports. Caregivers were emailed questionnaires on sociodemographic background and intervention history prior to their child's developmental assessment at a tertiary diagnostic and assessment service. Results from 202 caregivers showed most children were receiving less than 2 hours of support each week at assessment. The most common accessed supports were from general practitioners and pediatricians. Caregivers reported behavioral therapists (41%) and psychologists (29%) as the most desired but inaccessible child supports. Half of caregivers nominated a need for parenting interventions. The most frequent barriers to accessing child supports were wait lists, finance, and knowledge. Government funding improved access to the total number of services received (from 2.7 to 5.2 different services), but for disability specific services only (e.g., speech and occupational therapy). Results highlighted disparities for families without government funding, impacting certain groups (e.g., children over 7 years) and services (e.g., mental health). Socioeconomic disadvantage, parental separation, and, surprisingly, being from a non-culturally/linguistically diverse background were associated with fewer services and more barriers. Results highlight the need to facilitate access to supports for families to align with existing recommendations.
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Affiliation(s)
- Kelsie A Boulton
- Clinic for Autism and Neurodevelopment (CAN) research, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
- Child Neurodevelopment and Mental Health Team, Brain and Mind Centre, University of Sydney, Camperdown, Australia
| | - Antoinette Hodge
- Child Neurodevelopment and Mental Health Team, Brain and Mind Centre, University of Sydney, Camperdown, Australia
- Child Development Unit, The Children's Hospital at Westmead, Westmead, Australia
| | - Kelera Levu
- Clinic for Autism and Neurodevelopment (CAN) research, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
| | - Natalie Ong
- Child Development Unit, The Children's Hospital at Westmead, Westmead, Australia
| | - Natalie Silove
- Child Neurodevelopment and Mental Health Team, Brain and Mind Centre, University of Sydney, Camperdown, Australia
- Child Development Unit, The Children's Hospital at Westmead, Westmead, Australia
| | - Adam J Guastella
- Clinic for Autism and Neurodevelopment (CAN) research, Brain and Mind Centre, Children's Hospital Westmead Clinical School, Faculty of Medicine and Health, University of Sydney, Camperdown, Australia
- Child Neurodevelopment and Mental Health Team, Brain and Mind Centre, University of Sydney, Camperdown, Australia
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Weitlauf AS, Miceli A, Vehorn A, Dada Y, Pinnock T, Harris JW, Hine J, Warren Z. Screening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care. J Autism Dev Disord 2024; 54:931-942. [PMID: 36626007 PMCID: PMC10330934 DOI: 10.1007/s10803-022-05861-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/05/2022] [Indexed: 01/11/2023]
Abstract
PURPOSE Despite advances in screening and awareness, Black and multiracial families continue to experience challenges when seeking an autism diagnosis for their children. METHODS We surveyed 400 Black and multiracial families of young children with autism from an existing research database in the United States about their retrospective diagnostic experiences. We gathered quantitative and qualitative data and engaged in iterative coding to understand timing and content of first concerns, families' experiences of care providers and systems, and the impact of race and culture on accessing care. RESULTS Families provided examples of early developmental concern and described provider, systemic, and cultural barriers and facilitators to care. Families also provided insight into the influence of culture and made recommendations on how the medical system could better care for Black and multiracial families of children with autism. CONCLUSIONS Results add to a growing body of literature supporting the need for culturally sensitive and accessible care related to developmental monitoring, diagnosis, and follow-up care for Black and multiracial children.
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Affiliation(s)
- Amy S Weitlauf
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA.
| | - Alexandra Miceli
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Alison Vehorn
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Yewande Dada
- Department of Pediatrics, Meharry Medical College, Nashville, TN, USA
| | - Theodora Pinnock
- Department of Pediatrics, Meharry Medical College, Nashville, TN, USA
| | - Joyce W Harris
- Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Jeffrey Hine
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Zachary Warren
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Psychiatry and Behavioral Sciences, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Special Education, Vanderbilt University, Nashville, TN, USA
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Volgyesi-Molnar M, Gyori M, Eapen V, Borsos Z, Havasi A, Jakab Z, Janoch L, Nemeth V, Oszi T, Szekeres A, Stefanik K. Quality of Life in Hungarian Parents of Autistic Individuals. J Autism Dev Disord 2024:10.1007/s10803-024-06243-3. [PMID: 38280137 DOI: 10.1007/s10803-024-06243-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/08/2024] [Indexed: 01/29/2024]
Abstract
PURPOSE Parents of autistic individuals have been known to have a lower overall quality of life (QQL) than those of typically developing children. We present the first Hungarian large-sample study whose objective was to explore the differences in QOL between parents of autistic individuals (AS) and those of neurotypical (NT) persons. METHODS Based on the ABCX model we developed a questionnaire comprising standardized scales to characterize the life of parents involved. Our data came from parents of 842 individuals (ASD = 521, NT = 321) between 0 and 49 years. Battery deployed standardized instruments to examine quality of life (WHO-QQL BREF and Quality of Life in Autism questionnaire, QOLA). We assessed the families' socio-economic/demographic characteristics, parents' psychological well-being, the autistic/neurotypical individuals' characteristics, and the interventions. RESULTS Our data showed significantly lower QOL in parents of autistic individuals in all domains of questionnaires. We analyzed 20 relevant factors to uncover the predictors of parental QOL. We confirmed the existence of most but not all predictors present in earlier literature and identified intervention-related predictors. CONCLUSION Our study confirms the importance of supporting parents in their role, and of providing health and social supports that focus on quality of life, in addition to child care.
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Affiliation(s)
- Marta Volgyesi-Molnar
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary.
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary.
| | - Miklos Gyori
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
| | - Valsamma Eapen
- Discipline of Psychiatry and Mental Health, School of Clinical Medicine, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
- Academic Unit of Infant, Child and Adolescent Psychiatry Services (AUCS), South Western Sydney Local Health District & Ingham Institute, Liverpool, Australia
| | - Zsofia Borsos
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute for the Psychology of Special Needs, ELTE University, Budapest, Hungary
| | - Agnes Havasi
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
| | - Zoltan Jakab
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute for the Psychology of Special Needs, ELTE University, Budapest, Hungary
| | - Laszlone Janoch
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
| | - Vivien Nemeth
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
- Faculty of Education and Psychology, Doctoral School of Education, ELTE University, Budapest, Hungary
| | - Tamasne Oszi
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
| | - Agota Szekeres
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
- Hungarian University of Agriculture and Life Sciences, Institute of Education, Kaposvar, Hungary
| | - Krisztina Stefanik
- Hungarian Academy of Sciences - ELTE University 'Autism in Education' Research Group, Budapest, Hungary
- Faculty of Special Education, Institute of Special Needs Education for People with Atypical Behaviour and Cognition, ELTE University, Budapest, Hungary
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Wang L, Xie Z, Zhao D. Spring is not yet here: raising a child with ASD in rural southwest China. Disabil Rehabil 2024; 46:322-333. [PMID: 36573417 DOI: 10.1080/09638288.2022.2161642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Accepted: 12/16/2022] [Indexed: 12/28/2022]
Abstract
PURPOSE This study aims to reveal the parenting experiences of parents of children with autism spectrum disorder (ASD) in rural southwest China under the framework of ecological systems theory. MATERIALS AND METHODS Semi-structured interviews were conducted with 21 parents of children with ASD from rural southwest China and the interview data were analyzed using the three coding steps of the grounded theory method, namely open, axial, and selective coding. RESULTS The results showed four themes: challenges from within the family; relationships between parents, the school, and the community; scarcity and low accessibility of available resources and services; the culture of discriminating against people with disabilities and the loss of eligibility for welfare. The mismatch between the needs of families of children with ASD and the resources available in social-environmental systems is the major issue faced by parents. CONCLUSIONS Raising a child with ASD in rural southwest China is affected by the interactions between the families and the internal structures in different environmental systems. The culture of discriminating against people with disabilities formed in the macrosystem could be the essential factor that affects the smoothness of the parenting process of children with ASD.
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Affiliation(s)
- Linlin Wang
- Department of Special Education, Yunnan Normal University, Kunming, People's Republic of China
| | - Zhengli Xie
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - Dehu Zhao
- Department of Special Education, Yunnan Normal University, Kunming, People's Republic of China
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Onovbiona H, Quetsch L, Bradley R. Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration. J Autism Dev Disord 2023:10.1007/s10803-023-06166-5. [PMID: 38038872 DOI: 10.1007/s10803-023-06166-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/20/2023] [Indexed: 12/02/2023]
Abstract
The present study explored the role race-related barriers and practical barriers to treatment participation play in treatment effectiveness and satisfaction among Black families with autistic youth using a mixed-method approach. In a sample of Black caregivers with autistic youth (N = 101), multiple regressions were conducted to examine the impact of reported racial and practical barriers on parental stress, treatment effectiveness, and treatment satisfaction. Caregivers provided further narratives on their experience navigating diagnostic and treatment services in qualitative interviews. The study demonstrated that Black caregivers of autistic youth are still encountering several racial and logistical barriers when seeking treatment and diagnostic services for their children. These barriers negatively impact caregiver stress and caregiver perceived treatment quality. Contrary to the barriers and stress experienced by Black caregivers, caregivers are generally satisfied with the treatments they are utilizing and find them helpful. The narratives told by caregivers further elucidate the tumultuous experiences of Black caregivers as they seek diagnostic and treatment services for their children. An experience that may be worsened by family, professional, and systemic barriers, and can be improved by advocacy, acceptance, peer and community support, and increased knowledge. Black families of autistic youth call for increased compassion, support, training, and humility among professionals who serve autistic youth.
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Genovesi E, Ullmer P, Bhatti L, Meyer P, Memon P, Panchani D, Rafla M, Welford M, Hoekstra RA. Perspectives on children's autistic traits in UK-based British and Egyptian/Sudanese communities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 140:104576. [PMID: 37535998 DOI: 10.1016/j.ridd.2023.104576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 05/12/2023] [Accepted: 07/19/2023] [Indexed: 08/05/2023]
Abstract
BACKGROUND While most autism research is conducted in White Western samples, culture may affect perceptions and reporting of autistic traits. We explored how UK-based British and Egyptian/Sudanese communities perceive autism features. METHODS AND PROCEDURES Nineteen participants self-identifying as British and 20 as Egyptian/Sudanese participated in focus group discussions on child development norms, and individual interviews on items of the Autism-spectrum Quotient: Children's version (AQ-Child; Auyeung et al., 2007), measuring autistic traits. Data were analysed using template analysis. OUTCOMES AND RESULTS Three themes were developed: 1) Value judgements of behaviours; 2) Considerations on differences between children; 3) Problematic interpretations of AQ-Child items. These processes may affect how parents and community members report on children's autistic traits. Cross-cultural comparisons suggested subtle differences in interpretations and judgements, and British participants referred to age expectations and comparisons with other children more than Egyptian/Sudanese participants. However, within-group variability, sometimes attributed to socioeconomic status and generation, appeared larger than cross-cultural differences. CONCLUSIONS AND IMPLICATIONS Our findings further the insights on influence of culture and within-community factors on reporting children's behaviour relevant to autism. These can inform the adaptation of screening tools in multi-cultural settings, to promote better autism recognition in communities where it may be underdiagnosed.
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Affiliation(s)
- Elisa Genovesi
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK.
| | - Philippa Ullmer
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Laila Bhatti
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Pauline Meyer
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Perah Memon
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Dimple Panchani
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Monica Rafla
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Maya Welford
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
| | - Rosa A Hoekstra
- Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), Addison House, Guy's Campus, King's College London, London SE11UL, UK
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Wallace-Watkin C, Sigafoos J, Woods L, Waddington H. Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:13623613231168240. [PMID: 37129303 PMCID: PMC10576898 DOI: 10.1177/13623613231168240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
LAY ABSTRACT Parents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research.
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Affiliation(s)
| | | | - Lisa Woods
- Victoria University of Wellington, New Zealand
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