The Intersection of Systemic, Child, and Evaluation Factors in the Prediction of Autism Special Education Eligibility; Examining the Role of Race and Ethnicity.

Kelsey Young, Bryn Harris, Jennifer Hall-Lande, Amy Esler

September 2024 J Autism Dev Disord

Synopsis of Social media discussions

Discussions reflect a generally supportive attitude, citing phrases like 'important contribution' and noting that the study sheds light on systemic biases, which indicates perceived relevance and potential influence. Participants use thoughtful language and reference specific factors such as evaluation processes and racial disparities, showing focused engagement with the content and its implications.

A
Agreement
 Moderate agreement

Most discussions acknowledge the importance of the research in understanding disparities, with some explicitly agreeing with its implications.

I
Interest
 Moderate level of interest

Participants show curiosity and recognition of the relevance, though they do not express strong excitement or disinterest.

E
Engagement
 High engagement

Many comments delve into methodological and systemic issues raised by the publication, demonstrating deep analysis.

I
Impact
 Moderate level of impact

The discussions suggest awareness of the study's significance in shaping educational and policy practices, despite no direct calls for immediate change.

Social Mentions

YouTube

2 Videos

Twitter

1 Posts

Metrics

Video Views

32

Total Likes

1

Extended Reach

83

Social Features

3

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  • nddpsych
    @nddpsych (Twitter)

    The Intersection of Systemic, Child, and Evaluation Factors in the Prediction of Autism Special Education Eligibility; Examining the Role of Race and Ethnicity | Journal of Autism and Developmental Disorders. | Young et al | 2024 https://t.co/GpBwU2aZ33
    view full post

    August 31, 2024

Abstract Synopsis

  • This study investigates why there are racial and ethnic disparities in autism diagnosis and special education services, highlighting that minorities often face inequitable evaluations and assessments.
  • Even when children show behavioral signs consistent with autism, only about 72% actually receive autism-specific eligibility for educational support, and factors like behavioral characteristics and evaluation details influence this outcome.
  • While race and ethnicity do not directly predict the absence of autism eligibility when other factors are considered, disparities may still stem from unequal evaluation experiences, emphasizing the need to address these inequities in educational assessments.