Minority children are half as likely as white children to receive specialized therapies

2008 ◽  
Keyword(s):  
Minority Children ◽  
White Children ◽  
To Receive

scholarly journals Who Receives Speech/Language Services by 5 Years of Age in the United States?

2016 ◽  
Vol 25 (2) ◽  
pp. 183-199 ◽  
Author(s):  
Paul. L. Morgan ◽  
Carol Scheffner Hammer ◽  
George Farkas ◽  
Marianne M. Hillemeier ◽  
Steve Maczuga ◽  
...  
Keyword(s):  
Early Childhood ◽  
Odds Ratio ◽  
Adjusted Odds Ratio ◽  
The United States ◽  
Expressive Vocabulary ◽  
Minority Children ◽  
White Children ◽  
Language Services ◽  
To Receive ◽  
Ratio Range

PurposeWe sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B; Andreassen & Fletcher, 2005), a nationally representative data set maintained by the U.S. Department of Education. We addressed two research questions of particular importance to speech-language pathology practice and policy. First, do early vocabulary delays increase children's likelihood of receiving speech/language services? Second, are minority children systematically less likely to receive these services than otherwise similar White children?MethodMultivariate logistic regression analyses were performed for a population-based sample of 9,600 children and families participating in the ECLS-B.ResultsExpressive vocabulary delays by 24 months of age were strongly associated with and predictive of children's receipt of speech/language services at 24, 48, and 60 months of age (adjusted odds ratio range = 4.32–16.60). Black children were less likely to receive speech/language services than otherwise similar White children at 24, 48, and 60 months of age (adjusted odds ratio range = 0.42–0.55). Lower socioeconomic status children and those whose parental primary language was other than English were also less likely to receive services. Being born with very low birth weight also significantly increased children's receipt of services at 24, 48, and 60 months of age.ConclusionExpressive vocabulary delays at 24 months of age increase children’s risk for later speech/language services. Increased use of culturally and linguistically sensitive practices may help racial/ethnic minority children access needed services.

scholarly journals Parent Perspectives of Diabetes Management in Schools

2008 ◽  
Vol 34 (6) ◽  
pp. 996-1003 ◽  
Author(s):  
Farrah Jacquez ◽  
Stacey Stout ◽  
Rose Alvarez-Salvat ◽  
Michelle Fernandez ◽  
Manuela Villa ◽  
...  
Keyword(s):  
Diabetes Care ◽  
Diabetes Management ◽  
Care Plan ◽  
Management Support ◽  
Minority Children ◽  
White Children ◽  
Glucose Levels ◽  
Blood Glucose Levels ◽  
Federal Laws ◽  
To Receive

Purpose The purpose of this study is to investigate parent reports of the diabetes care support their children receive in school, their concerns about diabetes management in school, and their knowledge of federal laws that protect children with diabetes. In addition, the study explores ethnic and socioeconomic status differences in diabetes management in school. Methods An ethnically heterogeneous sample of 309 parents of children with diabetes was recruited from a community-based and a university-based diabetes outpatient clinic. Parents completed a survey assessing supports their child's school provides for diabetes care, worries about diabetes care in school, and awareness of federal laws that pertain to children with diabetes. Results Many children did not have a written care plan or a nurse at school, but significantly more white children had these supports than Hispanic or black children. Most children were not allowed to check blood glucose levels or administer insulin in class. Most parents were worried about hyperglycemia and hypoglycemia in school, and most were not at all or only a little confident in the school's ability to care for diabetes. Most parents were not aware of federal laws, but high-income and white parents were more likely to be aware. Conclusions According to parents in the current study, children receive inadequate diabetes management support in schools. Minority children are less likely to receive supports than white children. Parents are worried about diabetes management in school, but most do not have the knowledge of federal laws necessary to protect their children.

Racial Disparities in Autism Identification in the United States During 2014

2018 ◽  
Vol 84 (4) ◽  
pp. 403-419 ◽  
Author(s):  
Jason Travers ◽  
Michael Krezmien
Keyword(s):  
Minority Students ◽  
White Students ◽  
The United States ◽  
Racial Group ◽  
Evidence Based ◽  
Washington Dc ◽  
Minority Children ◽  
Racial Categories ◽  
Students With Autism ◽  
To Receive

The underidentification of students with autism is a well-documented phenomenon that implies minority children are less likely to receive autism-specific interventions and services vital for better outcomes. Previous research has found that minority children are less likely to be identified as having autism, but recent changes in federal reporting from five to seven racial categories warrant further investigation of minority underidentification in the autism category. This logistic regression analysis of autism count data was conducted to examine differences in identification according to seven racial reporting categories. We calculated the probability of autism identification for each racial group and tested odds ratios for significant differences within each state and Washington, DC. We also compared odds of autism identification for each racial group in each state to the odds of identification for White students in California. Within-state analyses indicated minority students in most states continue to be identified at rates significantly lower than their White counterparts. Between-state analyses revealed White students and minority students in most states were underidentified compared to White students with autism in California. The change to seven racial reporting categories appears to have clarified the extent to which minority students are underidentified in the autism category, which may mean minority students experience restricted access to evidence-based interventions and services for students with autism.

Family Predictors of Child Mental Health Conditions

2017 ◽  
Vol 39 (4) ◽  
pp. 935-959
Author(s):  
Jenny Nguyen ◽  
Melanie Sberna Hinojosa ◽  
Sara Strickhouser Vega ◽  
Rameika Newman ◽  
Emily Strohacker ◽  
...  
Keyword(s):  
Mental Health ◽  
Race And Ethnicity ◽  
Health Condition ◽  
Health Conditions ◽  
Mental Health Condition ◽  
Family Resources ◽  
Minority Children ◽  
White Children ◽  
Mental Health Conditions ◽  
Race Ethnicity

Research suggests that minority children with one mental health condition are more likely than White children to have a secondary mental health condition. However, there are no current studies that test the interaction between race and family resources to examine this apparent racial difference in mental health conditions in children. Yet research suggests that family resources vary by race/ethnicity. This study examines the interaction between family structure and socioeconomic status by race and ethnicity to understand how it predicts the number of mental health conditions among children. Our findings are consistent with the existing literature that children in resource-poor families (single parent, step-parent families, and lower income families) have higher counts of mental health conditions. Yet we also found that children in resource-rich families (two-parent biological families with higher levels of income) in some cases also had higher counts of mental health conditions and this varied by race/ethnicity.

scholarly journals Verbal (animal) fluency scores in age/grade appropriate minority children from low socioeconomic backgrounds

2007 ◽  
Vol 14 (1) ◽  
pp. 143-147 ◽  
Author(s):  
GEORGE P. PRIGATANO ◽  
JENNIFER A. GRAY ◽  
VICKY T. LOMAY
Keyword(s):  
Low Socioeconomic Status ◽  
Grade Level ◽  
Intellectual Ability ◽  
Special Education Services ◽  
Minority Children ◽  
White Children ◽  
Low Socioeconomic ◽  
Age Appropriate ◽  
Age Range ◽  
Fluency Task

Two hundred-thirteen children in grades 1 through 8 were asked to rapidly generate as many names of animals as they could in 60 seconds. These children were age appropriate for their grade level in school, did not receive any form of special education services, and as a group showed (estimated) average intellectual ability. They were primarily from minority (particularly Hispanic) backgrounds and came from families with low socioeconomic status. Normative data are presented. Hierarchical multiple regression analysis revealed that the age range/grade level score accounted for 21.5% of the variability in fluency scores and the Vocabulary level of the child accounted for an additional 5.7%. Level of performance on this animal fluency task was not lower than what has been reported in primarily white children from middle socioeconomic backgrounds. (JINS, 2008, 14, 143–147.)

Providers' Guidance to Parents and Service Use for Latino Children With Developmental Disabilities

2020 ◽  
Vol 125 (1) ◽  
pp. 64-75
Author(s):  
Esther Son ◽  
Sandy Magaña ◽  
Frances D. Martínez Pedraza ◽  
Susan L. Parish
Keyword(s):  
Developmental Disabilities ◽  
Service Use ◽  
Functional Limitations ◽  
Ethnic Disparities ◽  
Latino Children ◽  
Medical Providers ◽  
White Children ◽  
Care Services ◽  
Children With Asd ◽  
To Receive

To better understand disparities between Latino and White children with autism or other developmental disabilities (ASD/DD), we examined whether Latino ethnicity predicted the number of specialty care services received by children with severe functional limitations depending on medical providers' responses to parents' initial concerns about their child's development. Through linkage of the Pathways and NS-CSHCN datasets, we found ethnic disparities in the receipt of specialty services associated with providers' responsiveness to parent-reported concerns among children with ASD/DD. Among children with significant functional limitations, Latino children whose parents received passive/reassuring responses from their providers were less likely to receive specialty services than White children with ASD/DD. Providers' guidance to parents may be a promising point of intervention for future disparity reduction efforts.

An After-Hours Pediatric Walk-In Clinic for an Entire Urban Community: Utilization and Effectiveness of Follow-Up Care

PEDIATRICS ◽  
1980 ◽  
Vol 65 (5) ◽  
pp. 964-970 ◽  
Author(s):  
Michael Weitzman ◽  
Margot S. Moomaw ◽  
Katherine P. Messenger
Keyword(s):  
Health Center ◽  
Urban Community ◽  
Pediatric Care ◽  
Minority Children ◽  
White Children ◽  
Follow Up Care ◽  
After Hours ◽  
Disproportionate Number ◽  
Record Review

A retrospective record review was used to examine utilization of a pediatric walk-in clinic available to an entire urban community and to evaluate the effectiveness of follow-up care for a sample of the users of this facility who receive their regular pediatric care at a local comprehensive child health center. Results indicate that this walk-in facility is used extensively for the care of nonemergency conditions. The findings did not, however, support the generally accepted belief that a disproportionate number of Medicaid-supported and minority children overuse emergency type facilities. Utilization did not differ by race or medical care financing. Only 35.6% of the children who were advised to make a follow-up visit to the health center actually did so. White children complied significantly more often than black children (48.0% vs 15.8%). A larger percentage of patients for whom follow-up was optional (48.5%) than for whom follow-up was recommended (35.6%) made a return visit. Noncompliance with recommendations concerning follow-up care of adult users of emergency type facilities is a well recognized problem; the present study demonstrates a similar problem among children.

scholarly journals Structured Variation in Parental Beliefs about Autism

2019 ◽  
Vol 60 (1) ◽  
pp. 36-54
Author(s):  
Jane D. McLeod ◽  
Lydia DiSabatino
Keyword(s):  
Social Background ◽  
Parental Beliefs ◽  
Parental Distress ◽  
Minority Children ◽  
White Children ◽  
Highly Educated ◽  
Children And Parents ◽  
Clinical Profiles ◽  
Ethnic Minority Children ◽  
Racial Ethnic

We used data from the 2011 Survey of Pathways to Diagnosis and Services (N = 1,420) to evaluate a conceptual model linking social background (race-ethnicity, socioeconomic status [SES]) to parental distress through children’s clinical profiles and parental beliefs about the nature and causes of their child’s autism. Children’s clinical profiles varied by social background; white children and children of more highly educated and affluent parents were less likely to experience comorbid conditions and were more likely to be diagnosed with Asperger’s. Parental beliefs also varied such that parents of racial-ethnic minority children and parents of lower SES perceived their child’s condition as more uncertain and were less likely to attribute it to genetic causes. Parents of Hispanic children and with lower incomes were more likely to be upset by the child’s condition. Although parental beliefs had independent associations with distress, children’s clinical profiles contributed more to explaining variation in distress.

Cross-Cohort Evidence of Disparities in Service Receipt for Speech or Language Impairments

2017 ◽  
Vol 84 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Paul L. Morgan ◽  
George Farkas ◽  
Marianne M. Hillemeier ◽  
Hui Li ◽  
Wik Hung Pun ◽  
...  
Keyword(s):  
United States ◽  
Special Education ◽  
The United States ◽  
Language Impairments ◽  
Odds Ratios ◽  
White Children ◽  
English Speaking ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
To Receive

We examined the extent to which disparities in the receipt of special education services for speech or language impairments (SLIs) on the basis of race, ethnicity, or language use by kindergarten—when the delivery of these services might be expected to be most effective—have changed over a 12-year period in the United States. Logistic regression modeling of 2 nationally representative cohorts ( N = 16,800 and 12,080) indicated that children who are Black (covariate-adjusted odds ratios = 0.39 and 0.54) or from non-English-speaking households (covariate-adjusted odds ratios = 0.57 and 0.50) continue to be less likely to receive services for SLIs. Hispanic children are now less likely to receive these services (covariate adjusted odds ratio = 0.54) than otherwise similar non-Hispanic White children. Disparities in special education service receipt for SLIs attributable to race, ethnicity, and language presently occur in the United States and are not explained by many potential confounds.

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