Parent Cognitions: What Researchers Need to Know to Improve Service Delivery to Diverse Families with Autism Spectrum Disorder

• In Event: Improving Health System Care Access for Diverse Children and Families at Risk for Developmental Disabilities

Abstract

Socioeconomically, culturally, and linguistically diverse (SCLD) families whose children have or are suspected of having autism spectrum disorder (ASD) are at-risk for delayed diagnosis (Constantino et al., 2020), as well as for receiving lower quality early identification and intervention services (Keller-Bell, 2017). Specifically, African American and Hispanic children are more likely to erroneously receive diagnostic labels other than ASD compared to their White American peers (Mandell et al. 2007), and lower income and parental education have been associated with lower diagnostic prevalence of ASD and decreased use of ASD-related services (Angell et al., 2018). Improving researcher and practitioner knowledge of the unique experiences of SCLD families with ASD is critical for reducing these disparities and improving long-term outcomes. Parents’ cognitions – thoughts, attitudes, and beliefs – about their children’s ASD diagnosis influence their help-seeking behaviors (Moodie-Dyer et al., 2014), research and treatment involvement (Kazdin, 2000; Rosenthal et al., 2016), and the course and nature of treatment (Mire et al., 2017). However, while some insight into parents’ cognitions is available, the research is limited on how those of SCLD parents may differ. To attend to this gap in existing literature, this project was undertaken to determine whether parents’ race/ethnicity, education level, or annual household income predicted variations in their perceptions and beliefs about their children’s diagnosis. Hierarchical linear regression analyses were conducted using survey responses from 363 parents of children and adolescents with confirmed ASD diagnoses. Results indicated that while parents’ race/ethnicity did not predict perceptions and beliefs about ASD, their education level and annual household income did. Specifically, parents’ thoughts about the consequences of their children’s ASD, their beliefs that treatment could help their children, and their understanding of ASD were predicted by education level and income. These findings have far-reaching research and practice implications for reducing service disparities in this population, but further study is needed. To address this area, our presentation will describe the current findings as a foundation to expand on practical implications for social science researchers: (1) research retention of SCLD families by enhancing focus on parent cognitions and experiences; and (2) examining and reducing implicit biases that may affect work with SCLD families whose children have ASD among both researchers and practitioners across settings.

Authors

• Georgina Rosenbrock, University of Houston
  Presenting Author

• Adam C Garcia, University of Houston
  Non-Presenting Author

• Fre’Dasia M Daniels, University of Houston
  Non-Presenting Author

• Sarah S. Mire, Baylor University
  Non-Presenting Author