The Autism Society Event and Education Recordings Archive

A demographic and program survey was completed by parents of students at the Baudhuin Preschool at Nova Southeastern University. The Baudhuin Preschool serves 153 children with autism, ages 3 to 5 years. Located in South Florida, the student population is diverse, representing Black, White, Hispanic, and Asian ethnic groups. Information was obtained regarding child’s age at parental concern, diagnosis, referral to child find, entrance to school system intervention, and additional services accessed by the families. Cultural data will be presented. The Baudhuin Preschool, located at the Mailman Segal Institute for Early Childhood Studies of  Nova Southeastern University, has been providing early intervention programs to young children with autism since 1984.  Four years later, the School entered into a contract with the School Board of Broward County, Florida to provide programs for preschool children with autism.  This school district is the sixth largest school district in the country with a student population of 260,000.  There are currently 350 preschool students with an educational eligibility of autism being served in the county; 153 of whom are educated at the Baudhuin Preschool.  Children may enter the program on their third birthday and must leave for their kindergarten year when they are five years old by September 1. 

Located in South Florida, the student population of the district, as well as the Baudhuin Preschool, is diverse.  The Broward County School District reported the following racial breakdown in fall 2006:  White-Non Hispanic 31%, Black 37%, Hispanic 25%, Asian 3%, Native American .2%, and Multi-racial 3%.  In the fall of 2006, there were 2160 students having an eligibility of autism.  The breakdown for the population of students with autism is as follows: White-Non Hispanic 42%, Black 25%, Hispanic 26%, Asian 2%, Native American .2%, and Multi-racial 2%.  The largest differences between these two sets of figures are between White-Non Hispanic and Black students identified with autism.  At the Baudhuin Preschool, the figures are distributed in a different manner.  Fall 2007 figures are as follows: White-Non Hispanic 35%, Black 21%, Hispanic 35%, Asian 5%, Native American 0%, and Multi-racial 5%.  These figures led us to investigate these cultural factors in our preschool population.

There is very little previous research on the topic of racial/ethnic differences in age at concern, diagnosis, and entry into intervention.  Mandell, Listerud, Levy, & Pinto-Martin (2002) reported racial differences in the age of diagnosis among Medicaid-eligible children with autism.  Black children were diagnosed 1.6 years later than White children.  On the other hand, Wiggins, Baio, & Rice (2006) found no difference in timing of diagnosis based on sex, or racial/ethnic classification. 

A questionnaire was developed and distributed to each family of a child enrolled at the Baudhuin Preschool.  110 were returned without a follow-up notice.  A second copy was sent home with each student whose family had not completed the questionnaire.  The questionnaire sought information regarding age that parents noticed that their child was not developing like other children, age at which they noticed signs of autism, what were the signs they noticed, whether someone else brought the differences to their attention and who that was, age they discussed this with their pediatrician,.  It also collected information of age that a diagnosis of autism was obtained, age that intervention began, what that intervention consisted of, age of entry to the public school preschool program for children with autism, and what other interventions they were participating in while attending the public preschool program.  Questions were also asked to elicit information about how much the parent knew about autism at the time of diagnosis and who do they go to for information about autism. 

Demographic information collected included whether there were siblings with autism, siblings with other learning and/or behavioral issues, family demographics including parental education, income, and racial group. 

These factors were analyzed to determine whether there were ethnic/racial or other differences in age at identification, diagnosis, referral to intervention, entry to public school intervention, and other interventions participating in.  Results will be presented.

Learning Objectives: