P3C141: Innovations in Supporting Vulnerable Populations in Accessing Developmental Services

Background: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and interaction, as well as the presence of restricted and repetitive behaviors. The CDC’s Autism and Developmental Disabilities Monitoring Network estimates that 1 in 36 children have been identified with autism spectrum disorder (ASD) in the United States. The state of California contracts 21 Regional Centers that are private, nonprofit organizations who aim to coordinate lifelong services and support for individuals with ASD and their families. Purchase of Service (POS) data across the state indicates children who identify as Hispanic, Black/African American and/or temporarily unhoused indicate these families receive less services than children who identify as Caucasian. Expenditure data from the Regional Center of Orange County (RCOC) indicated 49% (over 1,000 individuals) of Hispanic consumers had no POS. Similarly, 39% of Black/African American consumers ages 3 to 21 have no POS, compared to 26% of Caucasian consumers. Further, for the same FY and age range, Black/African American consumers had $6,556 in per capita expenditures, Hispanic consumers had $3,931, and Caucasian consumers had $9,967 in per capita expenditures. Additional data from the Conditions of Children OC Report showed that 6.8% of students in Orange County are experiencing insecure housing (roughly 29,840 students). However, POS data shows that only six individuals have been identified as youth requiring support due to developmental delays by the RCOC.

Project Description: We hosted virtual workshops in English and Spanish on supporting early childhood, accessing adult transition services, applied behavioral analysis, empowering parents, and parent-child self-care, as well as a monthly support group and annual conference on Autism. We also hosted three developmental screenings that were open to the community to support the early identification of ASD, as well as a general parent support group in English for those who are temporarily unhoused and those in secure housing. These trainings reached over 1,492 individuals who identify as Hispanic and 263 individuals that identify as African American. An additional 196 families attended additional support groups and developmental screenings. Post-workshop survey results indicate that families felt more confident about accessing services for their child with a diagnosis of ASD.

Discussion: Lack of information that is easily accessible to families about community resources that will support their child’s development leads to children missing opportunities for intervention that will support their development.

Conclusion: Families will benefit from an increased number of workshops in their own languages and provided by clinicians who reflect the communities that they serve to be aware of community resources and how to access these resources in addition to building trust within the community. Suggestions for places to host these workshops include community buildings, public school settings, pediatric offices, and online.