| Title |
Language Barriers Impact Access to Services for Children with Autism Spectrum Disorders
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, October 2017
|
| DOI | 10.1007/s10803-017-3330-y |
| Pubmed ID | |
| Authors |
Helaine G. St. Amant, Sheree M. Schrager, Carolina Peña-Ricardo, Marian E. Williams, Douglas L. Vanderbilt |
| Abstract |
Racial and ethnic disparities in accessing health care have been described in children with autism spectrum disorder (ASD). In a retrospective chart review of 152 children with ASD, children of parents whose primary language was English were significantly more likely to have both social skills and communication goals within their individualized education plan (IEP) compared to children of parents whose primary language was not English. Additionally, children of primary English speakers received significantly more hours of direct services from their state disability program. After controlling for demographic covariates, findings suggest that language barriers may negatively affect parents' abilities to access health care services for their child with ASD. Acculturation factors must therefore be considered when analyzing disparities in autism. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 171 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 171 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 26 | 15% |
| Student > Master | 25 | 15% |
| Researcher | 19 | 11% |
| Student > Ph. D. Student | 17 | 10% |
| Student > Doctoral Student | 16 | 9% |
| Other | 18 | 11% |
| Unknown | 50 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 43 | 25% |
| Nursing and Health Professions | 24 | 14% |
| Social Sciences | 14 | 8% |
| Medicine and Dentistry | 11 | 6% |
| Arts and Humanities | 6 | 4% |
| Other | 17 | 10% |
| Unknown | 56 | 33% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 October 2017.
All research outputs
#21,376,200
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,711
of 5,240 outputs
Outputs of similar age
#286,716
of 326,968 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#94
of 112 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 1st percentile – i.e., 1% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 1st percentile – i.e., 1% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 326,968 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 112 others from the same source and published within six weeks on either side of this one. This one is in the 1st percentile – i.e., 1% of its contemporaries scored the same or lower than it.