Poster #66 - Disparities in Early Intervention Services Received by Toddlers with ASD: The Role of Demographic Factors

• In Event: 1-005 - Poster Session 01
  In Poster Session: PS 01 Section - Diversity, Equity & Social Justice

Integrative Statement

Background: Despite increased public awareness of autism spectrum disorder (ASD), disparities in the age of diagnosis have been well documented in the field of autism research. The under-identification of children who are Black, Hispanic, or of other races/ethnicities compared to White children has been studied in particular (Mandell, et al., 2009; Travers, et al., 2014; ADDM Network, CDC, 2018). Additionally, other demographic traits such as socioeconomic status, poverty status, education, immigration status, and English language proficiency, are also predictive of the timing and likelihood of ASD diagnosis (Avila & Bramlett, 2013; Zuckerman, et al., 2013; Daniels & Mandell, 2014; Durkin, et al., 2017). However, less research has examined whether these disparities continue past receipt of diagnosis. For our current study, we examine the ways in which family-reported demographic factors cluster together and thus predict the intensity of early intervention services received by their child with ASD. We hypothesize that demographic factors will cluster in meaningful ways to represent a range of both marginalized groups (e.g. identifying as non-White, below the poverty line, low English language proficiency, etc.) and more privileged groups (e.g. White, above the poverty line, high English language proficiency, etc.). Our second hypothesis is that the clusters that emerge from our sample will significantly differ from each other in the mean number of weekly intervention hours received by children with ASD.

Methods: At the time of this study, 381 families were recruited through our screening and evaluation program. The goal of the program is to identify children between 14 - 36 months of age who are at risk for autism spectrum disorder (ASD). Families who participate in a developmental evaluation are given a self-reported survey in which they answer several demographic and background information. After the evaluations, we conduct post-diagnostic interviews to ascertain the frequency of early intervention services they were receiving. Analyses were conducted using latent class analysis (LCA) to identify groups of people that emerge from our sample based on demographic factors. An analysis of variance (ANOVA) was then conducted to determine whether these demographic latent classes predicted the number of hours of weekly intervention services.

Results: Six latent classes emerged from our sample; class 1) U.S. born Latinx parents, class 2) U.S. born Black parents, class 3) Privileged White immigrants, class 4) Latinx immigrants, class 5) Privileged U.S. born non-Hispanic Whites, and class 6) Asian immigrants. Post hoc comparisons using the Tukey HSD test indicated multiple significant differences between groups. Our results show a need to properly address and support families of all different types of backgrounds. Only groups with the greatest number of privileged identities, classes three (Privileged White immigrants) and five (Privileged U.S. born non-Hispanic Whites), came closest to the recommended minimum dosage of intervention, both receiving 13.7 hours per week, respectively. This study also shows how even when children receive early, universal access to an ASD diagnosis, significant disparities persist in their access to post-diagnostic intervention for ASD.

Authors

• Nora Lizbeth Portillo, University of Massachusetts Boston
  Presenting Author

• Alice Carter, University of Massachusetts Boston
  Non-Presenting Author

• Abbey Eisenhower, University of Massachusetts Boston
  Non-Presenting Author