Child and Evaluation Characteristics Predicting Educational Eligibility of Autism Spectrum Disorder: Examining the Role of Race and Ethnicity

Loading...
Thumbnail Image

Persistent link to this item

Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

Child and Evaluation Characteristics Predicting Educational Eligibility of Autism Spectrum Disorder: Examining the Role of Race and Ethnicity

Published Date

2020-06

Publisher

Type

Thesis or Dissertation

Abstract

Though there is evidence ASD is under-identified and identified late in populations who are culturally and linguistically diverse, there is limited research that explains the issue of disproportionality and factors contributing to its occurrence, especially within an educational setting. To explore contributors to disparity in ASD eligibility, with a focus on examining the role of race/ethnicity, the current investigation evaluated child and evaluation characteristics as they relate to the absence of ASD eligibility. Data were obtained from the Autism and Developmental Disabilities Monitoring (ADDM) Network Study and included children with behavioral deficits consistent with ASD with educational evaluation records. Despite documented behavioral deficits, only two-thirds of the sample received educational services under ASD eligibility. To characterize those children without ASD eligibility, hierarchical logistic regression was used to evaluate factors documented in evaluation records predicting the absence of ASD eligibility. Significant predictors of lacking ASD eligibility included fewer autism discriminators, less comprehensive evaluations, no intellectual disability, no clinical diagnosis of ASD, and more associated features documented. There was no unique contribution of race/ethnicity in predicting lack of ASD eligibility when accounting for these previous predictors. All predictors of lacking ASD eligibility, however, differed by racial/ethnic group except total number of autism discriminators. Racial/ethnic differences in ASD eligibility may result from inequities in the evaluation process, including experiencing less comprehensive evaluations, and not receiving an ASD specific assessment.

Keywords

Description

University of Minnesota Ph.D. dissertation. June 2020. Major: Educational Psychology. Advisors: LeAnne Johnson, Jason Wolff. 1 computer file (PDF); vi, 115 pages.

Related to

Replaces

License

Collections

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Suggested citation

Young, Kelsey. (2020). Child and Evaluation Characteristics Predicting Educational Eligibility of Autism Spectrum Disorder: Examining the Role of Race and Ethnicity. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216145.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.