Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment

Area of Science:

• Developmental Pediatrics
• Autism Spectrum Disorder Research
• Health Equity

Background:

• U.S. Hispanic families with limited English proficiency face significant barriers to autism diagnosis.
• Lack of Spanish-speaking providers and culturally relevant assessments hinders early identification.

Purpose of the Study:

• To explore the acceptability and feasibility of a remote, Spanish-language developmental assessment (PANDABox-Spanish) for Hispanic infants at high likelihood for autism.
• To identify potential improvements for remote assessment tools in diverse populations.

Main Methods:

• The Parent Administered Neurodevelopmental Assessment (PANDABox) was translated into Spanish and culturally adapted.
• Thirteen Spanish-speaking families completed the PANDABox-Spanish remotely, followed by semi-structured interviews.
• Qualitative analysis of interviews was conducted using an inductive, grounded theory approach.

Main Results:

• Families valued direct communication with Spanish-speaking specialists and found the PANDABox-Spanish translation clear and administration easy.
• Reviewers suggested adaptations for activities and the inclusion of caregiver concerns and visual supports.
• Families expressed mixed preferences for remote versus in-person assessments, citing accessibility and validity concerns, alongside literacy and confidentiality barriers.

Conclusions:

• The PANDABox-Spanish shows promise for enhancing access to laboratory-grade neurodevelopmental assessments for underserved Hispanic populations.
• Future implementation requires consideration of families' familiarity with assessment activities, information access, and confidentiality concerns.