A Systematic Review of Recruiting and Retaining Sociodemographically Diverse Families in Neurodevelopmental Research Studies

Underrepresentation of socioeconomically, culturally, and/or linguistically diverse (SCLD) children with neurodevelopmental disorders (NDD) and their families has become a focal point for researchers. This systematic review aimed to identify researchers' strategies for recruiting and retaining SCLD families of children with NDD, published between 1993 and 2018. One hundred twenty-six articles were included, and study samples were categorized as "High SCLD" and "Low SCLD". Chi-square tests of independence were used to determine associations between sample composition (i.e., High/Low SCLD sample) and study characteristics reported. Significant associations were found between sample composition and studies that explicitly stated intention to recruit SCLD families, χ2(1) = 12.70, p < .001, Phi = 0.38 (moderate); and for studies that reported the following participant characteristics: language, χ2(1) = 29.58, p < .001, Phi = 0.48 (moderate-to-large); and race/ethnicity + SES + language, χ2(1) = 19.26, p <. 001, Phi = 0.39 (moderate). However, associations were not found between recruitment and retention approaches and whether studies included High SCLD or Low SCLD samples. Further study of NDD researchers' recruitment and retention approaches that successfully include SCLD families is needed.

Language is a critical mediator of autistic experiences within the criminal justice system

Autism spectrum disorder is characterized by social communication challenges and restricted and repetitive behaviors and interests, but also by highly heterogeneous language skills. The recent International Society of Autism Research (INSAR) policy statement, Autism and the Criminal Justice System: Policy opportunities and challenges (INSAR, 2022), aims to prevent, reduce, and improve interactions between autistic individuals and the criminal justice system. This policy statement provides a foundation for considering how to include language in these important aims. In this commentary, we outline the centrality of language skills to these interactions and provide specific recommendations that can inform future research and provide guidance for autistic individuals, community partners, and individuals working within the criminal justice system. Considering language as a part of justice system policy for autistic individuals will result in greater equity and inclusion, particularly for autistic individuals with co-occurring language deficits and those who are linguistically diverse. Moreover, it will allow autistic individuals to combat other barriers to effectively navigating interactions with the criminal justice system, such as those related to the core features of autism. We advocate for a greater role for service providers who can assess challenges in language skills, and identify the specific accommodations each autistic individual will need to prevent, reduce, and improve interactions with the criminal justice system.

Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate Students

Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482.

Exploring sociodemographic predictors of parents' perceptions about their children's autism and their families' adjustment

BACKGROUND

Diagnostic and treatment disparities exist among sociodemographically diverse families with autism spectrum disorder (ASD). These disparities may be partially explained by the lack of information researchers and providers have regarding the unique experiences of diverse populations.

AIMS

This study aimed to explore sociodemographic predictors of parents' perceptions about their children's ASD and families' adjustment.

METHODS

Hierarchical linear regression analyses were conducted to explore whether sociodemographic factors predicted aspects of parent's perceptions and family adjustment among 363 parents of children and adolescents with ASD.

RESULTS

Parents' race/ethnicity, education level, and annual household income predicted their beliefs that they or treatment could be helpful in controlling their children's ASD symptoms; their understanding of ASD; their experiences of emotional distress; their involvement in resources of support; and their families' ability to manage stress.

CONCLUSION

Our results demonstrate the importance of considering the complexity of families' demographic characteristics when working to support families with ASD. Parents' unique characteristics and experiences influence their perceptions about their children's ASD diagnosis and their families' ability to adjust to life raising children with ASD. Research extending this work is a critical step in dismantling ASD diagnostic and treatment disparities.