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Low-income parents, especially those from racial/ethnic minority and limited-English groups, show less awareness of developmental disabilities (DDs) and their early signs compared to white parents. Interventions should target these communities to reduce care disparities.

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Area of Science:

  • Child Development
  • Public Health
  • Health Disparities

Background:

  • Parental knowledge of developmental disabilities (DDs) is crucial for accessing care.
  • Disparities exist in parental familiarity and knowledge of common DDs.
  • Understanding these disparities is key to improving early intervention access.

Purpose of the Study:

  • To assess racial/ethnic and language differences in low-income families' familiarity, knowledge, and personal experience with DDs.
  • To identify specific groups with lower awareness of DDs and their early signs.

Main Methods:

  • A child development survey was administered to 539 low-income parents attending WIC visits in Oregon.
  • The survey assessed familiarity with early DD signs, self-reported knowledge, and personal experience with DDs.
  • Statistical analyses compared outcomes among non-Latino white, Latino-EP, Latino-LEP, and other race English-proficient parents.

Main Results:

  • Overall, parents identified 64.7% of early DD signs.
  • White parents demonstrated the highest identification rates, even after controlling for sociodemographics.
  • Latino-LEP, Latino-EP, and other race parents were less familiar with common DDs (e.g., ADHD, autism) and had less personal experience with individuals with DDs compared to white parents.

Conclusions:

  • Low-income Latino-LEP and other race parents exhibit lower familiarity, personal experience, and awareness of early DD signs compared to low-income white parents.
  • Findings highlight the need for targeted interventions to increase information dissemination within racial/ethnic and language minority communities.
  • Addressing these knowledge gaps is essential to reduce disparities in DD diagnosis and treatment.