Citation

Material Information

Title:
Autismo en Niños de Familias Bilingües: A Video Resource Project
Creator:
Rakowsky, Evelyn
Enge, Kaitlin
Cunningham, Kathryn
Place of Publication:
Denver, CO
Publisher:
Metropolitan State University of Denver
Publication Date:

Subjects

Genre:
Conference Papers ( sobekcm )

Notes

Acquisition:
Collected for Auraria Institutional Repository by the Self-Submittal tool. Submitted by Matthew Mariner.
General Note:
Faculty mentor: Siva Priya Santhanam
General Note:
Major: Speech, Language, and Hearing Science

Record Information

Source Institution:
Auraria Institutional Repository
Holding Location:
Auraria Library
Rights Management:
All applicable rights reserved by the source institution and holding location.

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Autismo en Niños de Familias Bilingües : A Video Resource Project Juan Jose Andrade, Kathryn Cunningham, B.A., Kaitlin Enge , B.A., Evelyn Rakowsky , B.A., & Siva priya Santhanam, Ph.D.,CCC SLP Department of Speech, Language, Hearing Sciences Introduction: Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects 1 in 54 children (CDC, 2020) Children on the autism spectrum have: (1) Challenges in social communication (2) Demonstrate restricted interests and repetitive behaviors specialized interests in certain topics/objects Disparities in diagnosis: o The average age of diagnosis for a child is 4 years o However, children from minority backgrounds (African American & Hispanic/Latinx) receive a diagnosis by age 8 (Christensen et al., 2018) o Children from Hispanic/Latinx families are 65% less likely to receive a diagnosis than children from non minority backgrounds ( Yingling , Hock, & Bell, 2018) Effects of diagnostic disparities: o Delayed access to clinical services for children with ASD from culturally and linguistically diverse (CLD) backgrounds o Negative impact on academic and social success o Increased cost associated with treatment for children with ASD o Greater stress on caregivers Barriers to access to services: o o o o in social communication as a concern o language o Complex health care systems in the United States Introduction and Purpose Is it harmful for my child to be exposed to two languages? Would it be helpful or beneficial for my child if we used two languages with him? (See Sample Video) I want my child to speak Spanish, but I think it is also important for her to speak in English. What can I do? As a Spanish speaker, will my child and my family have access to the same services and resources like an English speaking family? To create an accessible, culturally sensitive, and ecologically valid educational resource on: Causes of ASD Characteristics and communication needs of children with ASD Language choice in the home environment Assessment and treatment considerations for children with ASD from monolingual Spanish speaking or Spanish English bilingual families Aim of the Project References Sample Questions English 9th Annual MSU Denver Undergraduate Research Conference, Metropolitan State University of Denver, April 2020 Sample Questions Spanish El hijo de mi hermano comenzó a hablar hasta los cinco años , ¿ deberíamos estar preocupados ? ¿Es perjudicial para mi hijo estar expuesto a dos idiomas ? ¿ Sería útil o beneficioso para mi hijo si usáramos dos idiomas con él ? (Ver video de demostración ) Quiero que mi hija hable español , pero creo que también es importante que hable en inglés . ¿Que puedo hacer ? Como hispanohablante , ¿ tendrán mi hijo y mi familia acceso a los mismos servicios y recursos que una familia de habla inglesa ? Christensen, D. L., Braun, K. V. N., Baio , J., Bilder , D., Charles, J., Constantino, J. N., ... & Yeargin Allsopp, M. (2018). Prevalence and characteristics of autism spectrum disorder among children aged 8 years Autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65 (13), 1 23. Data and Statistics on the Autism Spectrum. (2020, April 21). Retrieved from https://www.cdc.gov/ncbddd/autism/data.html Santhanam, S., & Parveen, S. (2018). Serving culturally and linguistically different clients: Changing trends in speech efficacy and implications for stakeholders. Clinical Archives of Communication Disorders, 3 (3), 165 177. http://dx.doi.org/10.21849/cacd.2018.00395 Yingling , M. E., Hock, R. M., & Bell, B. A. (2018). Time lag between diagnosis of autism spectrum disorder and onset of publicly funded early intensive behavioral intervention: Do race ethnicity and neighborhood matter? Journal of Autism and Developmental Disorders, 48 (2), 561 571. Method Conclusion Future Directions We asked 5 bilingual parents of children with ASD what questions they had regarding their child's development and communication (see sample questions) We wrote responses to these questions in both English and Spanish based on the research literature on bilingualism and ASD We elicited help of native Spanish speakers to review scripts We are currently creating short videos (1 minute or less) in which we role play as a speech language pathologist and a bilingual caregiver addressing these frequently asked questions This educational resource will be shared with bilingual/monolingual Spanish speaking families in the larger Denver community through outreach We will be recruiting parents/caregivers of children with autism from bilingual and/or Spanish speaking families to provide in person or virtual training using the educational videos we create We will determine acceptance and relevance of the video based resources as a suitable educational tool through caregiver feedback We will measure caregiver knowledge of autism, knowledge of communication partner strategies, and stigma associated with autism diagnosis before and after implementing the training videos Educational resources that are culturally sensitive and linguistically appropriate have the potential to be accessible and accepted by caregivers from culturally and linguistically diverse backgrounds. Benefits for Families: (1) Increases awareness and understanding of autism among Spanish English bilingual and Spanish speaking monolingual caregivers of children with autism (2) Addresses disparities in the age of diagnosis and access to speech language therapy for children with autism Benefits for Speech Language Pathologists (SLPs) (1) Provides a resource for non Spanish speaking SLPs to better serve their bilingual and Spanish speaking clients (2) Increases cultural and linguistic competence as a service provider Contact information: Siva priya Santhanam, Ph.D., CCC SLP ssanthan@msudenver.edu Sample Video ( Link )