Reducing Disparities in the Early Identification of Autism Spectrum Disorder (ASD) among Latino Parents with Limited English Proficiency (LEP)

Background: Autism Spectrum Disorder (ASD) has seen steady increases in prevalence in recent decades. Along with the growth of ASD prevalence, the U.S. has also seen their Latino population grow by 43% between 2000 and 2010; which accounts for more than half of the entire population growth for that period. However, ethnic/racial disparities in ASD diagnosis continue to be problematic for Latino populations. On average, Latino children are diagnosed with ASD 2.5 years later than White non-Latino children and are often undiagnosed despite meeting the ASD diagnostic criteria. Even though Latino children have lower prevalence rates for ASD compared to non-Latino Whites, a delay in their diagnosis signifies increased likelihood to severe ASD symptoms. Overall research shows that knowledge about ASD is low for Latino populations, especially for Spanish monolingual speakers. This literature review will identify and synthesize common cultural themes associated with Latinos and their beliefs surrounding ASD.

Results: Themes that will be explored include: Community Knowledge and Perceptions of ASD, Mental Health and Disability Stigma, Limited English Proficiency, Machismo, paternal roles and socio-economic factors and diagnostic tools.

Methods: Focus groups and interviews with Latino parents of children with/out developmental disabilities living in the Los Angeles area, key informant interviews with primary care/specialty pediatricians and review of relevant literature. Focus groups and interviews and literature were coded and analyzed using thematic analysis.

Conclusions: Main emerging themes were Health Care system factors including patient provider interactions and processes of navigating the healthcare system. Prevention implications will be discussed.