Order Description
Describe your research topic. Illustrate a Venn diagram showing the components associated with your topic; identify the qualitative and quantitative research studies and the institutional, organizational or government agency information you have found to explicate your topic area. Indicate what you have learned this session, Identify your next steps towards preparing for your dissertation (goals/timelines). I will send you copy of my topic. The paper should be at least 300 words.
BLACK AND LATINO AUTISTIC CHILDREN AND THEIR EXPERIENCE WITH EDUCATIONAL HUMAN SERVICES
Rationale/Problem Statement
According to Christensen, (2012) it is quite challenging to collect pertinent data regarding the experiences that autistic children have with educational human services. This challenge is fostered by the fact that one of the main attribute of the autistic children is that they are unable to effectively express themselves verbally, as well as non-verbally (Hilton, 2013). The experiences of Black and Latino autistic children when it comes to educational human services is further limited by the fact that a majority of studies have focused on the experiences of Caucasian autistic children. Even though they are the most adversely affected, research on the population of Black and Latino autistic children is largely unexplored. Research that is not inclusive of Black and Latino autistic children may not be applicable to the children because autism affects them differently when compared to how it affects Caucasian children. Mandell, (2009) explain that this may also be because there is a limited number of Black and Latino autistic children who receive specialized educational services from qualified educational human service providers.
Due to complications when it comes to the understanding of the experiences of autistic children, given that they have challenges in communication, information on their experiences can be collected from the educational human service providers, as well as the parents of the children. This study bridges the existing knowledge gap that pertains to Black and Latino autistic children experiences with educational human services. Bridging this knowledge dearth ensures that the diagnosis of autism within the Black and Latino children is improved. What is more is that it will increase the existing wealth of knowledge of the experiences of Black and Latino autistic children and in turn this can help facilitate the improvement of the education services
that the population receives. This is why it is important to explore the experiences that the unique and distinct demographic of autistic children experiences.
Research Questions
1. What are the prevalence trends of Black and Latino autistic children in the United States?
2. What is the type of educational human services for autistic children?
3. What are the challenges and opportunities that Black and Latino autistic children face with regards to educational human services?
Research Hypotheses
1. More Black and Latino children are affected with autism in America, than white children.
2. Black and Latino autistic children do not experience positive educational human services
3. There are various challenges and risks that Black and Latino autistic children face with regards to educational human services
4. Some of the experiences that Black and Latino autistic children experience with educational human services can be perceived as opportunities
Literature Review
It is important to note that the research discussions that are presented in the literature review chapter are influenced by the study topic, research objectives and research hypothesis. The research hypotheses make it possible to disseminate the main focus of the study with regards to the research variables. From a general perspective, the main research variables in this study are the experiences of Black and Latino autistic children with educational human services being the dependent variables, while the independent variables are the educational human services. From this perspective, it is evident that the educational human services are based on principles and approaches that are guided by existing frameworks (Lopez, 2014). The frameworks are different for different regions and different institutions. The impact that the frameworks have is dependent on the actual guidelines and that is why the experiences of Black and Latino autistic children with educational human services are the dependent variables.
With regards to the study objectives and hypotheses, the dependent and independent variables are based on the major aspects being explored in the study. For the first hypotheses,
H 1: More Black and Latino children are affected with autism in America, than white children.
The independent variable is the prevalence of autism in the United States, the prevalence of autism among the Black and Latino autistic children is the dependent variable in the hypothesis.
For the second hypothesis,
H2: Black and Latino autistic children do not experience positive educational human services
The experiences of the Black and Latino autistic children are the independent. This is while positive or negative experience is the dependant variable.
For the third hypothesis,
H3: There are various challenges and risks that Black and Latino autistic children face with regards to educational human services
The educational human service that the Black and Latino autistic children experience is the independent variable. This is while the risks and challenges that are associated to the experiences are the dependent variables.
For the fourth hypothesis,
H4: Some of the experiences that Black and Latino autistic children experience with educational human services can be perceived as opportunities
The educational human service that the Black and Latino autistic children experience is the independent variable. This is while the opportunity that arises from the experience is the dependent variable.
Autism has become a topic of considerable research in the recent past. Lopez (2014) explains that this is because the prevalence and incidence of the disorder is on a rapid increase. The author explains this using the example of a report recently released by the CDC which states that currently one in every 68 American children is autistic (DePape & Lindsay, 2015). A significant attribute of their report is that the disorder mostly affects ethnic minorities such as African Americans and the Latino population (DePape & Lindsay, 2015). Since there is no cure for the disorder, many studies have been focused on exploring the attributes of how the quality of life of autistic children can be enhanced (Lopez, 2014). This is because the life of an autistic individual is usually a constant struggle.
Many theorists have postulated that regression with regards to autism is usually more concerning than when a child portrays symptoms of autism and is diagnosed during the first few months of his/her life (Wolfberg, 2015). This is according to a study called Racial Differences in Developmental Regression in Children with Autism Spectrum Disorder” by Spinks-Franklin (Mandell, et al., 2009). The findings of the study indicate that Black and Latino children are more adversely affected than their White counterparts because they are the populations that are more prone to regression (Mandell, et al., 2009). Black and Latino children are usually commonly diagnosed with autism at a later age when compared to White children (Mandell, et al., 2009). This information shows that the situations and circumstances that the Black and Latino children face are quite different from the ones that the White children face (Siegel, 2013). As a result of regression, the Black and Latino autistic children usually need more attention from educational human services when compared to White children. From a different perspective, it can also be argued that the Black and Latino children experience more difficulties with regards to receiving educational assistance from care givers (Lopez, 2014).
According to Mandell, et al., (2009) the earlier children are diagnosed with autism, the higher the chances they will receive adequate quality educational services. The authors emphasize that the Black and Latino autistic children are commonly diaognosed at later stages when they are about 3 or 4 years of age, compared to the white autistic children who are diagnosed when they are 2 years old, or below. The main characteristic that results in the Black and Latino children being diagnosed late includes that they commonly show the symptoms at an early age, then they begin showing signs of positive development, only to relapse when they are 3 years old. As a result of the relapse, the Black and Latino autistic children end up requiring educational services with intense skill and effort when compared to that of White autistic children (DePape & Lindsay, 2015). According to Wolfberg (2015) with this perspective it is evident that the Black and Latino autistic children experience more challenges when it comes to educational human services. The author explains that the Black and Latino communities are minority populations in the United States and a majority of them are categorised under low income earners. This means that they face several challenges when it comes to ensuring that their children are diagnosed with autism at early stages in life, as well as ensuring that they are able to receive quality experiences with educational human services.
Regardless of whether autistic children have been diagnosed early or late, it is usually important that they receive quality education which is based on their specific unique needs (DePape & Lindsay, 2015). Quality education experience, especially when started early enough. According to Spinks-Franklin early treatment and educational intervention usually enhances the chances of autistic children making developmental milestones (Mandell, et al., 2009). Hilton, et al. (2013) point out that the experiences of autistic children with educational human services are usually enhanced when the care physicians are able to identify the early signs of autism and as a result attune the education need of the children with the concerns of their parents as well as the severity of their disorder. However, the main issue is that there have been limited numbers of studies that have been focused on exploring the experiences that autistic children accrue with educational human services.
In the United States, autism is usually a serious developmental issue. According to Lopez (2014) approximately more than 5,000 school children in different states across the country. Autistic children usually require special education because they are unable to effectively cope with the regular education, as compared to their peers who have normal development. As already mentioned, the African American and Latino populations are usually the most affected populations when it comes to autism (Wolfberg, 2015). The children usually display challenging and aggressive behaviors. Siegel (2013) postulates that while White children can be diagnosed with autism between the ages of 2 and 3, a majority of African Americans with autism are can be diagnosed with the disorder up to 18 – 24 months later (Siegel, 2013). This perspective can be used to explain that the African American regress at higher rates than the White American children. Christensen, et al. (2012) offers a different perspective by explaining that autistic Black and Latino Americans are less likely to receive referrals to specialists or medical tests and diagnosis, when compared to their White peers. According to the author, as a result many of their parents end up confirming their autism at much later dates as compared to White children. The author further expresses that there is also the possibility that a majority of the African American and Latina children receive misdiagnosis when they are diagnosed as having other conditions such as ADHD or conduct disorder which is attributed to antisocial behavior (Wolfberg, 2015).
When affected by autism, the young Black and Latino children with autism usually reach a point when they stop talking, and making eye contact. There are also times when they stop making crawling or even walking (Wolfberg, 2015). During the Pediatric Academic Societies annual meeting in Vancouver, it was determined that the decline in motor functioning as well as social skills among Black autistic children occurs 3-6 times more often, as compared to its occurrence among White children (DePape & Lindsay, 2015). At the same time, it occurs 1.5 times more often among Latino children than White children. The rate at which Black and Latino pre-schoolers experienced regression as reported by the Pediatric Academic Societies is 27% (Christensen, et al., 2012). Lopez (2014) explains that the most considerable issue that makes the regression which is experienced by the Black and Latino autistic children is that recuperating from regression is usually highly challenging. This means that Black and Latino autistic children face more challenges than their White counterparts.
Educational Human Services for Autistic Children
According to Hilton et al. (2013) from general perspective, educational services that are offered to children with autism is usually highly visual in nature. This according to the authors is because children with autism are visual thinkers. They are able to interpret visual objects faster than they can interpret oral or written material. DePape and Lindsay (2015) explain that the nature of educational human services for Black and Latino children with autism is that it relies significantly on visual aspects such as videos and images. The educational human services according to Hilton, et al. (2013) are highly focused on practical services which help the autistic children develop appropriate routines which can increase their chances of experiencing positive development.
According to Wolfberg (2015) the experiences that Black and Latino autistic children accrue are usually different from the ones that Caucasian children experience. The author explains that this can be influenced by myriads of factors (Lopez K. , 2014). However the most pertinent factors include the socio-economic and cultural backgrounds of the children and their families (DePape & Lindsay, 2015). The Black and Latino children are less likely to gain favorable experiences because they are commonly diagnosed at later dates and the kind of specialized education that they receive is commonly not as effective or appropriate as the one that is received by White autistic children (Sullivan, 2013).
From a different perspective, it can be argued that the experiences that the Black and Latino autistic children undergo when it comes to educational human services, is based on stereotype (Lopez, 2014). This can be explained by the fact that a significant population of the Black and Latino autistic children are misdiagnosed because they are commonly considered as having antisocial behavior, instead of the autism disorder (DePape & Lindsay, 2015). Such circumstances contribute to the overall experiences that the Black and Latino children go through. The challenges that the Black and Latino autistic children experience with educational human services is compounded by the fact that most of them have experienced regression and this means that getting to recuperate is more difficult for them.
According to Christensen, et al. (2012) autism exists in various narrow categories. According to the authors, getting to identify the categories can result in various clinical and educational advantages. Siegel (2013) believes that this aspect is debatable. According to the author purely subclassifying autism among children based on diagnosis is a difficult fete to achieve. The author however concedes that if it can be achieved, then it becomes easier to identify the language and communication issues that the autistic children face and in turn it is possible to develop educational services that directly meet the needs of the autistic children. when this is done among the Black and Latino Autistic children, it becomes possible to ensure that they have positive experiences with the educational human services.
When diagnosed with autism, the Black and Latino children usually display various symptoms including issues related to language, communication, sensory/motor skills, adaptive behavior, and cognitive abilities. Getting to target the specific issue that the children experience guarantees that they have positive experiences with educational human services. However, limited studies have explored or determined that Black and Latino autistic children display specific characteristics that are unique to the population. This means that it is not practical to adopt a one strategy fits all approach when offering the Black and Latino children with educational services. ]
Lopez (2014) considers that believe that it is important to ensure that the Black and Latino autistic children receive systematic selection of rewards in their educational services. This is because they commonly have high levels of tantrums and self stimulatory aggressive behaviors. The author believes that the interests of the African American and Latino autistic
children are limited, but their needs are very high. Therefore, to ensure that they get memorable positive experiences with educational human services, it is important to guarantee creativity and continuous effort from the educational human service providers. This way, it is possible that the Black and Latino autistic children can experience their full potential in line with the autistic condition that they have.
References
Adelman, C. R. (2010). Factors that influence age of identification of children with autism and pervasive development disorder nos: A Dissertation Presented to the Faculty of the College of Education University of Houston. Houston: University of Houston.
Christensen, D. L., Baio, J., Van Naarden Braun, K., Bilder, D., Charles, J., Constantino, J. N., et al. (2012). Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network 11 Sites, United States. MMWR Surveillance Summaries 65(3) , 1-23.
DePape, A., & Lindsay, S. (2015). Parents’ Experiences of Caring for a Child With Autism Spectrum Disorder. Qualitative Health Research, 25(4) , 569-583.
Hilton, C. L., Fitzgerald, R. T., Jackson, K. M., Maxim, R. A., Bosworth, C. C., Shattuck, P. T., et al. (2013). Brief Report: Under-Representation of African Americans in Autism Genetic Research: A Rationale for Inclusion of Subjects Representing Diverse Family Structures. Journal Of Autism & Developmental Disorders, 40(5) , 633-639; doi:10.1007/s10803-009-0905-2.
Lopez, K. (2014). Sociocultural Perspectives of Latino Children with Autism Spectrum Disorder. Best Practice In Mental Health, 10(2) , 15-31.
Mandell, D. S., Wiggins, L. D., Yeargin-Allsopp, M., Carpenter, L. A., Daniels, J., Thomas, K. C., et al. (2009). Racial/Ethnic Disparities in the Identification of Children With Autism Spectrum Disorders. American Journal Of Public Health, 99(3) , 493-498.
Siegel, B. (2013). The world of the autistic child : understanding and treating autistic spectrum disorders. New York : Oxford University Press.
Sullivan, A. L. (2013). School-Based Autism Identification: Prevalence, Racial Disparities, and Systemic Correlates. School Psychology Review, 42(3) , 298-316.
Wolfberg, P. J. (2015). Play and Imagination in Children with Autism. New York: Teachers College Press.
Jackson, S. L. (2016). Research methods : a modular approach. Belmont, CA: Thomson Wadsworth.
Kothari, C. R. (2010). Research methodology : methods & techniques. New Delhi: New Age International (P) Ltd.
McBurney, D., & White, T. L. (2010). Research methods. Belmont, CA : Wadsworth Cengage Learning.
Panneerselvam, R. (2015). Research methodology. New Delhi: Prentice-Hall of India.
Rugg, G., & Petre, M. (2013). A gentle guide to research methods. Maidenhead: McGraw-Hill/Open Univ. Press.
Justification
This study bridges the existing knowledge gap that pertains to the Black and Latino autistic children experiences with educational human services. Bridging this knowledge dearth ensures that the diagnosis of autism within the Black and Latino children is improved. What is more is that it will increase the existing wealth of knowledge of the experiences of Black and Latino autistic children and in turn this can help facilitate the improvement of the education services that the population receives.
Data Collection Process
yes Survey yes Interviews ___ Other ( ___________________________)
yes Analysis of data previously collected
Details
Conducted observation survey of Black and Latino children while they were receiving educational services
2 therapists of Black and Latino autistic children were interviewed
20 parents of 20 children were interviewed
Peer reviewed academic journals were systematically analyzed to provide information pertaining to Black and Latino autistic children and their experiences with educational human services
Analyzing and Synthesizing Data
Data that has been collected from primary sources through interviews are analyzed through the use of the Microsoft excel and SPSS software. This data is presented using graphs and charts which are effectively explained to ensure that they provide accurate information which is relevant.
Privacy Protection
Permission was sought from the participants before including their contributions in the study. When seeking their consent, the participants are informed of how their confidentiality and privacy will be upheld. The information obtained from the participants is specifically used for the purposes of answering the research questions and after the study is complete, the information is destroyed. No third party will be able to view the personal information of the research.
Records Management
Sensitive information is saved in the researchers’ email where it is protected by password. Only the researcher accesses the information and uses it specifically for research.
Appendix 2: Ethical Review Questionnaire
Circle Yes or No for each question
1. Will any form of pressure or inducement be exerted upon participants to get them to participate in your study? Yes No
2. Will the data collectors be in a position of power vis-à-vis the participants while interviewing for the purpose of gathering data (e.g., employer-employee, teacher-student)? Yes No
3. Will it be clear to prospective participants that their participation is voluntary? Yes No
4.. Will free and informed consent be sought from authorized representative(s) of the prospective participant (e.g. parent/ guardian)? Yes No
5. Will participants in the study identify themselves by name or by other means that will allow data / responses to be matched to specific participants? Yes No
6. Will the confidentiality of the participant’s identity be protected? Yes No
7. Will the information obtained on individual participants or the raw data that is collected be disclosed to third parties? Yes No
8. Could publication of the research results allow participants to be identified? Yes No
9. Will the participants in the study be given feedback regarding the results of the study? Yes No