Examining the Difference in Age of Diagnosis for Bilingual and English-only Children from K-2 Autistic Support Classroom

Background:  Parenting a child with an autism spectrum disorder can be more stressful than parenting children with other developmental disabilities (Schieve et al. 2007). Research has also shown differences between bilingual and English-only children with autism in their age at diagnosis and cognitive test scores. The combination of parenting a child with special needs and speaking English as a second language may produce more complex barriers to intervention and services than either condition would have individually, and thus result in higher stress.  

Objectives:  The purpose of this study is to examine the effect that speaking English as a second language has on children and their parents in regard to parent levels of stress and social support, their children’s cognitive level, and age at diagnosis. 

Methods: The sample includes 146 children, of whom 30 speak English as a second language, from 39 kindergarten through second grade autism support classrooms in a large, urban school district.  Classrooms participated in a randomized trial of two classroom-based autism interventions. Students were assessed using the Differential Ability Scales-II (DAS-II) at the beginning of the school year. Parents or guardians provided demographic and social support information for themselves and their children, and completed the Parenting Stress Index (PSI). Effects were examined by utilizing assessment measures validated for use with children on the autism spectrum and administered at the beginning of the school year. The PSI, which measures parental stress, and demographic and social support questionnaire were completed by the child’s parent or guardian. The DAS-II, a direct observation measure, was administered at the child’s school by a qualified examiner.

Results: Families for whom English is a second language experience slightly more stress (PSI average of 92.4), as compared to English as a first language families (PSI average of 87.1 ), however there was no statistically significant difference between the two groups in regard to parent stress, cognitive level (DAS-II GCA score difference of approximately 2.8) and level of social support. On the other hand, as compared to their peers, children who speak English as a second language receive an ASD diagnosis an average of 6 months later.

Conclusions: The lack of a difference in support and parenting stress may be due to most of the sample having low socioeconomic status (SES), which my account for observed differences in previous studies. Additionally, the delay in diagnosis of ASD for children who speak English as a second language highlights the need to develop strategies to mitigate language and cultural barriers that prevent families from receiving necessary services and intervention.