You are to create an in-service presentation for clinic or school staff who work with individuals or families affected by autism spectrum disorder. Within this presentation, you are to provide the school or clinic with information addressing diversity and family factors as related to autism spectrum disorder.
Overview:
You are to create an in-service presentation for clinic or school staff who work with individuals or families affected by autism spectrum disorder. Within this presentation, you are to provide the school or clinic with information addressing diversity and family factors as related to autism spectrum disorder. You are to also provide guidelines for how to best work with these families and individuals. You are required to address the concept of Cultural Competence somewhere in your presentation, which is in addition to the guidelines you present.
A diversity or family factor, for the purposes of this assignment, is any factor that affects diagnosis, access to treatment, or other outcome for an individual with autism.
As you research how to best address diversity issues and how they affect autism spectrum disorder diagnosis or interventions, you may wish to consider the following questions:
What do professionals need to know about different cultural, racial, or ethnic backgrounds as they relate to ASD?
How might specific family dynamics affect the ability to implement interventions within the clinic, home or school?
What stereotypes about families or diversity issues could impact a clinician or teacher’s work?
How should personal biases be addressed?
As a service provider or teacher, how do you build trust with families or individuals from different background than your own?
You are not asked to specifically answer these questions in your presentation, but they are provided to help guide your research. Make sure each area you address in your presentation is linked to research. Your personal experience is not appropriate to include in this assignment.
Requirements:
One PowerPoint Presentation (Please contact your instructor if you have a creative way you would rather develop this presentation.)
14 minimum slides
1 Cover slide (1st slide of your presentation)
1 Objective slide (2nd slide of your presentation)
1 Slide covering the concept of Cultural Competence (as described in Daughrity & Johnson, 2022 Chapter 9 and other articles you find in your research)
1 Reference slide (Last slide of your presentation)
10 additional slides with content addressing:
Background related to a at least three of diversity and/or family factors found in the literature and within your text. If you only want to focus on one because you found so much wonderful research, please email your instructor. Be sure to be thorough with answering “What does the literature say about working with families who identify with the various factors listed below?” Be sure you include information on at least three separate ideas, but do not present too many since you are required to provide good depth of content on each one. It is better to go into more depth on a concept than to present multiple ideas with only surface information.
Guidelines for how to best work with the families who face the issues you address within your presentation. You must present at least three separate ideas for how to best work with these families, and you do not have to provide a guideline for every area you discussed in the background.
Potential Areas to research:
Diversity: (You do NOT have to address every one of these, nor are you limited to them. They are just here for ideas)
Socioeconomic Status
Bilingual Families
Race
Ethnicity
Religion
LGBTQ+ issues
Urban vs. Rural Populations
Family Factors: (You do NOT have to address every one of these, nor are you limited to them. They are just here for ideas)
Marital Status/Conflict/Divorce
Multigenerational Homes
Blended Families
Military Families
Additional Requirements:
Each slide must contain content on the slide as well as in the presenter notes section. Think of the presenter’s notes as your narration of the slides. When you give a presentation, you don’t just read off your slides. In fact, good presentations provide bulleted ideas on the slides with more in-depth discussion coming from the presenter, rather than the presenter just reading his or her slides. Allow the information you want to convey to your audience to really come through in your notes section.
You must save your presentation as handouts, in PDF format, with no more than 2 slides per handout, and all presenter notes must display on the handouts. It seems to work best if you just you’re your presentation as a handout with one slide per page. That will allow the presenter notes to show with each slide. Alternatively, a student may wish to create a voice over with a discussion of his/her slides or video record him/herself doing the presentation and submit it in PowerPoint or .mp4/.mov format. These files are best linked to a Onedrive folder rather than directly uploaded to Canvas (Canvas can only support a certain megabyte maximum). Please contact the Help Desk for information about Ball State’s Onedrive. You can also load a video to YouTube and share a link.
Students are required to reference at least six articles found in peer-reviewed journals. You may also cite your textbook, books, and other articles, but these are in addition to the six required journal articles. APA style citations and references are required, but you should follow the formatting of the presentation delivery mode you select (i.e., PowerPoint) rather than formatting a double-spaced paper with headings. You are to have citations within each slide of your presentation, and then cite all your references on your final slide in APA style.
Diversity Presentation Rubric
Diversity Presentation Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSlides
20 to >19.0 pts
Distinguished
14 or more slides are created and include the required content
19 to >14.0 pts
Proficient
Only 10 to 13 slides are created reflecting the required content
14 to >0 pts
Novice
Less than 10 slides make up the presentation
20 pts
This criterion is linked to a Learning OutcomeContent
40 to >39.0 pts
Distinguished
Slides include several factors related to diversity and families dealing with ASD. Content presented in the slides clearly reflect the literature findings. Cultural Competence is address sufficiently.
39 to >19.0 pts
Proficient
Only two or three diversity or family issues are presented, and/or the content is only loosely related to ASD. Literature is referenced, but without detail. Cultural Competence is mentioned, but not thoroughly.
19 to >0 pts
Novice
One diversity or family issue is addressed in the presentation. Content does not relate well to ASD and/or there are no references to the literature where information was found. Reference to Cultural Competence is vague or missing.
40 pts
This criterion is linked to a Learning OutcomeRecommendations / Tips
20 to >19.0 pts
Distinguished
Three tips or recommendations are provided,and all relate to separateconceptscovered within the presentation. These tips are relevant toteachers or providers.
19 to >14.0 pts
Proficient
Three tips or recommendations are provided, but theyrelate to the same concept. Oronly two recommendations or tips are provided. Or recommendations are unclear as to how professionals would follow them.
14 to >0 pts
Novice
Only one recommendation or tip is provided. Or recommendations are irrelevant to content in the presentation. Or recommendations are difficult to follow.
20 pts
This criterion is linked to a Learning OutcomeQuality / References
20 to >19.0 pts
Distinguished
At least six articles from peer-reviewed journals are included and cited correctly within the presentation. Citations are proficient and APA style is used correctly to cite sources. Quality of writing is free from grammatical errors and is easy to follow.
19 to >14.0 pts
Proficient
Fewer than six articles are cited in the presentation. Or student only relies on textbook or information from other books for the presentation. Or APA style is inconsistent, but mostly correct. Or writing contains several mechanical errors.
14 to >0 pts
Novice
Fewer than three articles are cited,or student only used the textbook for information. APA style is not present or mostly inaccurate. Or writing is poor and contains many errors making the information difficult to read.
20 pts
Total Points: 100
Please find the attached example
I would like the Assignment with presentation notes, thanks
Requirements: Minimum 14 slides
DiversityPresentationCrystalChamberlainSPCE 682_819Crystal ChamberlainSPCE 682_819June 11, 2023Diversity Presentation Assignment1
ObjectivesOIntroductionDiversity FactorsFamily FactorGuidelinesReferences2Throughout this presentation we will discuss the following objectives:Introduction, diversity factors, family factor, and guidelines. The presentation will end with the references.2
IntroductionThe following presentation discusses how diversity and family factors can affect diagnosis, interventions, and access to treatment individuals with autism. Specifically, diversity factors to include race, religion, and LGBTQ+ issues, as well as family factors to include multigenerational homes and military families. The hope is to provide you with information to understand the challenges and guidelines on how to work with these families and individuals. 3The following presentation discusses how diversity and family factors can affect diagnosis, interventions, and access to treatment individuals with autism. Specifically, diversity factors to include race, religion, and LGBTQ+ issues, as well as family factors to include multigenerational homes and military families. The hope is to provide you with information to understand the challenges and guidelines on how to work with these families and individuals. 3
Diversity•Religion •Race •LGBTQ+ IssuesDiversity Factors that will be discussed are religion, race, and LGBTQ+ and what challenges these groups face in having a child with autism. 4
ReligionHowreligion plays a factorCulture shapes the way people understand, seek diagnosis, and treat individuals with autism. However, itisimportanttonotethatthe wayreligion influences decision making and intervention methods can vary. (Dinora& Bogenschutz, 2018)5Religion plays a factor in how families may seek diagnosis and treatment. Culture shapes the way people understand, seek diagnosis, and treat individuals with autism. However, it is important to note that the wayreligion influences decision making and intervention methods can vary. 5
Religion continued…•Religion can play a factor in when families seek diagnosis and treatment for ASD. •Religion can affect a family’s ability to accept an autism diagnosis. •Can create suspicion towards medicalized notions of autism (diagnoses/typical interventions)(Dinora& Bogenschutz, 2018)6Religion can play a factor in when families seek diagnosis and treatment for ASD. Dinora& Bogenschutz (2018) found that faith influenced families’ decisions on how to seek interventions for their children with autism. However, the ways in which it influenced varied between families. In one family, a mother turned to prayer in addition to other treatment types. Another family’s faith had them questioning diagnosis and typical treatment methods that are from a medical standpoint. Some families remain skeptical of formal medical views and would turn to more informal views, such as the opinions of their family and friends. This could have a negative affect on their children with autism, as early diagnosis and intervention are key in creating successful outcomes for them. 6
How race plays a roleRace•Varying views on potential causes of autism.•Caucasian, African, Asian, and Latinx Americans generally hold different perspectives on causes for autism.•Minority parents may view problems or delays as issues that will be outgrown.•Specifically, in the areas of language&socialskills(Ennis-Cole et al., 2013) 7Race is another diversity factor that can affect the diagnosing and treatment of children with autism. “Culture plays a role in the diagnosis of autism, and it plays a role in a families’ acceptance of a child with autism and their acceptance of a treatment modality” (Ennis-Cole et al., 2013). There are varying views on potential causes of autism. Caucasian, African, Asian, and Latinx Americans generally hold different perspectives on causes for autism. South Asian Muslim families of children who have autism believed that the knowledge of the autism experts undermined their children (Ennis-Cole et al., 2013). Minority parents may view problems or delays as issues that will be outgrown specifically in the areas of language and social skills. Because of this, they may not realize important but smaller queues for autism. Caucasians overall accept autism as a diagnosis and feel that immunizations and other physical elements are the cause, African Americans believe that diet, food processing, and contamination are the reason, Asian Americans think that autism stems from violating a religious, ethical, or cultural code, and Latino mothers hold the view that it’s a gift in which they will be able to be serve another and sacrifice part of their life (Ennis-Cole et al., 2013). Due to the various outlooks on autism, this can lead to delayed diagnosis and interventions.7
Racecontinued…Significant racial and ethnic disparities in the recognition of ASD among various cultural groups.•There is a higher diagnosis prevalence among White Americans.•Usually, 1.5 years before African Americans and other groups •The Latinx community, specifically, faces multiple challenges in being diagnosed.(Ennis-Cole et al., 2013); (Guerrero & Sobotka, 2022)8There are significant racial and ethnic disparities in the recognition of ASD among various cultural groups. African Americans were 2.6 times less likely than White Americans to be given an autism diagnosis. African Americans had a higher prevalence of being given an ADHD diagnosis. White Americans are usually diagnosed 1.5 years prior to other groups (Ennis-Cole et al., 2013). The Latinx culture, specifically has faced disparity in early identification and intervention for ASD. ASD diagnostic disparities are highest in this group. Barriers include limited English proficiency, non-citizenship, and low-income status. Because of this, they face limited health care access, cultural barriers, little knowledge about ASD, and social stigma related to disabilities(Guerrero & Sobotka, 2022). 8
LGBTQ+ Impacts LGBTQ+IssuesThe LGBTQ+ population is affected in a different way than the other factors in this presentation.Discrimination against LGBTQ+ parents in the health care setting can delay the screening and diagnosing of their children, as well as obtaining appropriate interventions for their child. (Coulter-Thompson, 2022)9The LGBTQ+ population is affected in a different way than the other factors in this presentation. Discrimination against LGBTQ+ parents in the health care setting can delay the screening and diagnosing of their children, as well as obtaining appropriate interventions for their child. These delays interfere with the ability to access culturally-effective interventions, which is imperative for successful outcomes for their children with autism (Coulter-Thompson, 2022). 9
LGBTQ+ Issues continued…•It is likely that LGBTQ-parent families are disproportionately more likely to have children with developmental disabilities or complex health needs. •LGBTQ parents are likely to also encounter barriers and disparities when engaging in school early learning.•LGBTQ families with children with disabilities are at risk of having multiple layers of societal oppression and stigma. (Coulter-Thompson, 2022)10LGBTQ+ families are disproportionately more likely to have children with developmental disabilities. This is because same-sex couples are nearly three times as likely to adopt and 39% of children adopted have special health care needs (Coulter-Thompson, 2022). Anti-LGBTQ discrimination within early learning centers can attribute to the delay of diagnosis and intervention, because early learning centers play an important role in early identification, as this is the time (between ages 0-5) when early signs of developmental needs occur. The societal stigma that these families face needs to be met with a “culturally-specific approach”, as stated by Coulter-Thompson (2022). 10
FamilyFactor•MilitaryFamiliesA family factor that affects diagnosis and treatment are families in the military.11
Challenges for the military populationMilitary FamiliesChallenges are unique regarding military families seeking diagnosis and treatment for children with autism. •Delays in obtaining diagnosis•Inconsistencies/disruptions in care and services•Variabilityinservicesandsupports•Career implications(Crammet al., 2019)12Challenges for the military population include delays in obtaining diagnosis, inconsistencies and disruptions in care/services, variability in services, as well as career implications. Health care waitlists in the military create delays in early identification and intervention. Disruptions in the assessing and diagnosing process are also common, as military individuals receive new posts and must relocate. These disruptions further delay the process. Having to be placed on a new waitlist and/or start the referral process over again can be detrimental to outcomes for children with autism. There is also variability across jurisdictions due to regional availability of publicly funded services, eligibility criteria, and types of service providers (Crammet al., 2019). Career implications also arise due to the necessity of their child when choosing a posting location. 12
GuidelinesGIt is important to know how to best work with families from all backgrounds. Specific guidelines may be followed to ensure these families are able to overcome potential challenges, so their child(ren) are not delayed in receiving appropriate diagnosis and treatment. 13It is important to know how to best work with families from all backgrounds. Specific guidelines may be followed to ensure these families are able to overcome potential challenges, so their child(ren) are not delayed in receiving appropriate diagnosis and treatment. 13
Guidelines1.Respecting all cultures-learn cultural norms of each family worked with to better serve their specific needs.2.Beinclusive-always involve& encourage the family in the treatment process3.Avoid biases towards families4.Prepareresourcesforfamiliestoaddressspecificneeds5.Advocate for child’s needs There are many guidelines regarding how to best work with families across different backgrounds. One way to work best with families is to respect all cultures. By learning various cultural norms from different cultures, you can better serve the specific needs presented by each family. Another way is to be inclusive. Be sure to always involve and encourage families in the diagnosis and treatment process. Building trust with families is essential, and these are ways to do that. Avoiding biases towards families by accepting that we all have unconscious bias, considering actions, and reflecting on behavior towards families. Lastly, be sure to continuously advocate for the child, as well as family needs. Prepare resources to specifically address the unique needs of each family. These guidelines will be a great start in how to best work with families. 14
ReferencesBoutot, E. A., & Myles, B. S. (2017a). Ch. 3. In Autism spectrum disorders: Foundations, characteristics, and effective strategies. essay, Pearson. Coulter-Thompson, E. I. (2022).The impact of health care discrimination against LGBTQ parents on the screening and diagnosis of their children with disabilities(Doctoral dissertation, The University of North Carolina at Chapel Hill).Cramm, H., Smith, G., Samdup, D., Williams, A., & Rühland, L. (2019). Navigating health care systems for military-connected children with autism spectrum disorder: a qualitative study of military families experiencing mandatory relocation.Paediatrics& Child Health,24(7), 478-484.Dinora, P., & Bogenschutz, M. (2018). Narratives on the factors that influence family decision making for young children with autism spectrum disorder.Journal of Early Intervention,40(3), 195-21115Here are the references used for this PowerPoint. 15
ReferencesEnnis-Cole, D., Durodoye, B. A., & Harris, H. L. (2013). The impact of culture on autism diagnosis and treatment: Considerations for counselors and other professionals.The Family Journal,21(3), 279-287.Guerrero MGB, Sobotka SA. Understanding the Barriers to Receiving Autism Diagnoses for Hispanic and Latinx Families. PediatrAnn. 2022 Apr;51(4):e167-e171. doi: 10.3928/19382359-20220322-03. Epub2022 Apr 1. PMID: 35417307; PMCID: PMC9584143.Klin, A., Wetherby, A. M., Woods, J., Saulnier, C., Stapel-Wax, J., Klaiman, C., & Shireman, C. L. (2015). Toward innovative, cost-effective, and systemic solutions to improve outcomes and well-being of military families affected by autism spectrum disorder.The Yale Journal of Biology and Medicine,88(1), 73.What should teachers consider when working with students with autism spectrum disorder?. IRIS Center. (n.d.). https://iris.peabody.vanderbilt.edu/module/asd1/cresource/q2/p05/ 16The rest of the utilized resources are listed in this slide. 16
Thank youCrystal ChamberlainSPCE682_819June 11, 2023DiversityPresentation AssignmentThank you for your time. I hope this presentation presented new insight regarding unique challenges families may face in diagnosing and treated their children with autism. 17
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