Early Intervention Systems of Care for Latino Families and Their Young Children With Special Needs

Denney, Maria K.; Itkonen, Tiina; Okamoto, Yukari

doi:10.1097/01.iyc.0000290355.77911.78

Cited by 9 publications

(9 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unlike the linguistic differences found in EI research creating a barrier for families during the EI process (Denney et al, 2007;Zuckerman et al, 2014), the majority of mothers in the current study reported that the evaluation and services were provided in their home language. Nonetheless, approximately 12% of participants reported that the evaluation and services were not conducted in their home language.…”

Section: Discussioncontrasting

confidence: 70%

“…Only 51% of pediatricians speak Spanish, and most are located in New York and Texas (Zippia, 2020). A frequent obstacle faced by families with limited English proficiency is the lack of health care providers who can communicate with them about their child's health status, caregiving needs, and available services (Denney et al, 2007;Flores, Abreu, & Tomany-Korman, 2005). Latinx parents report feeling uncomfortable or unable to express themselves, limiting their capacity to share important development-oriented concerns or questions (Zuckerman et al, 2014).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Latinx Mothers' Experiences With Linkage to Early Intervention

Quebles

Perrigo

Bravo

et al. 2022

Infants &Amp; Young Children

View full text Add to dashboard Cite

This study explored the experiences and perspectives of Latinx mothers of children younger than 3 years who had participated in a developmental screening initiative provided by 2 Federally Qualified Health Centers in an urban setting, had positive developmental screenings, and were referred to early intervention (EI) services. A 2-phase mixed-methods explanatory design was implemented in English and Spanish. In Phase 1, a telephone survey was conducted with 62 parents. In Phase 2, qualitative semistructured interviews (regarding parental experiences with their child's developmental screening, the process of linking to services, the EI evaluation, and subsequent services received) were conducted with a subset of 13 Phase 1 mothers. Results from the phone survey showed that 91% of children were found eligible for EI and 92% were receiving EI services. More than 90% of mothers reported positive experiences with their children's developmental screening, learning about their child's development, and accessing services. However, results from the semistructured interviews revealed that mothers had mixed experiences with the developmental screening process and linkage to EI services. Findings from this study provide insights into the

show abstract

Section: Discussioncontrasting

confidence: 70%

mentioning

confidence: 99%

Latinx Mothers' Experiences With Linkage to Early Intervention

Quebles

Perrigo

Bravo

et al. 2022

Infants &Amp; Young Children

View full text Add to dashboard Cite

show abstract

“…PowerPoint slides were translated to serve as a handout and resource, but parent training sessions were structured as group discussions ( charlas ), rather than in a traditional lecture format. This decision was made based on the research team's past experience that Latino families tend to be more responsive to this more informal, personal style of interaction (Denney et al, 2007; Skaff et al, 2002) that emphasizes discussion, use of videos and graphics to illustrate key concepts and focus on solving specific problems parents are having with their children. Even with English-speaking families, the research team quickly learned that the traditional lecture format, which had previously been successful with middle to upper-middle class families (Kenworthy et al, 2014b), was not a useful strategy for engaging the lower income families in this study.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…They are also diagnosed with ASD and ADHD at a significantly lower rate than their White peers (Centers for Disease Control, 2014; Visser et al, 2010), despite evidence indicating that rates should be invariant across cultures (Dyches et al, 2004). In addition to the socioeconomic and cultural barriers faced by all low-income ethnic minority communities in the United States, first-generation Latino families face additional obstacles to receiving care, including lack of English language fluency (Denney et al, 2007; Magaña, 2000), reduced knowledge of the US healthcare system and public resources (Bronheim et al, 2015), deficits in knowledge of ASD (Ratto et al, 2015) and ADHD (Rothe, 2005), and concerns about deportation and interactions with the legal system (Garrison et al, 1999). …”

mentioning

confidence: 99%

Lessons learned: Engaging culturally diverse families in neurodevelopmental disorders intervention research

Ratto

Anthony

Pugliese

et al. 2016

Autism

View full text Add to dashboard Cite

Low-income and ethnic minority families continue to face critical disparities in access to diagnostic and treatment services for neurodevelopmental conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. Despite the growing cultural diversity of the United States, ethnic minority children and families continue to be substantially underrepresented across research on neurodevelopmental disorders, and there is a particularly concerning lack of research on the treatment of these conditions in low-income and ethnic minority communities. Of note, there are currently no published studies on adapting autism spectrum disorder treatment for low-income Latino communities and relatively few studies documenting adapted treatments for children with attention deficit hyperactivity disorder in these communities. This article describes methodological considerations and adaptations made to research procedures using a Diffusion of Innovation framework in order to effectively recruit and engage low-income, ethnic minority, particularly Latino, families of children with neurodevelopmental disorders, in a comparative effectiveness trial of two school-based interventions for executive dysfunction.

show abstract

“…Research has suggested that Latino families encounter more difficulties in accessing early intervention services than do families of Anglo backgrounds because of financial limitations, the lack of information, linguistic differences, and service providers' practices and behaviors (Denney, Itkonen, & Okamoto, 2007). It has been found that Latino parents have reported a greater need for information about how to access early intervention services than have Anglo families (Gannotti, Kaplan, Handwerker, & Groce, 2004;Sontag & Schacht, 1994).…”

Section: Servicesmentioning

confidence: 99%