Parental Perceptions of a Comprehensive Diagnostic Evaluation for Toddlers at Risk for Autism Spectrum Disorder

Autor/inn/en	Jashar, Dasal Tenzin; Fein, Deborah; Berry, Leandra N.; Burke, Jeffrey D.; Miller, Lauren E.; Barton, Marianne L.; Dumont-Mathieu, Thyde
Titel	Parental Perceptions of a Comprehensive Diagnostic Evaluation for Toddlers at Risk for Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 5, S.1763-1777 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3851-z
Schlagwörter	Parent Attitudes; Satisfaction; At Risk Persons; Toddlers; Autism; Diagnostic Tests; Clinical Diagnosis; Severity (of Disability); Neurological Impairments; Ethnicity; Racial Differences; Minority Groups; Mothers; Educational Attainment; Parent Background; Family Income; Stress Variables + Suchen Sie Ihr Suchwort? Elternverhalten; Zufriedenheit; Risikogruppe; Infant; Infants; Toddler; Kleinkind; Autismus; Diagnostic test; Diagnostischer Test; Schweregrad; Neurodegenerative Erkrankung; Ethnizität; Rassenunterschied; Ethnische Minderheit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Familieneinkommen
Abstract	Parent satisfaction with neurodevelopmental evaluations may influence the pursuit of intervention. Parent satisfaction with a neurodevelopmental evaluation for toddlers at risk for autism (n = 257; 128 with autism) was examined using the Post-Evaluation Satisfaction Questionnaire, which collected quantitative and qualitative information. Fewer ethnic/racial minority than non-minority parents returned the questionnaire. Factor analysis indicated a one-factor model, Total score, which did not differ significantly by diagnosis, autism severity, child's cognitive or adaptive delay, family race/ethnicity, maternal education, family annual income, or parental stress. Examination of 24 individual items showed a race/ethnicity difference for only one item; minority parents scored the evaluation as meeting their needs less. Qualitative data stressed the importance of fully explaining diagnoses/recommendations and providing direct and clear feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01