rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Cultural differences and perceptions of autism among school psychologists
  name:
    name part: Tasby, Calissia Thomas.
    role:
      role term: creator
  name:
    name part: Riccio, Cynthia A.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
    extent: 1 online resource.
  abstract: Behavioral manifestations of autism are said to be exhibited across cultures and socioeconomic status with little variation. The majority of the epidemiology studies have not studied race, and have typically used Western definitions to conceptualize autism when studying other non-Western cultures. Autism does not have a known etiology that is biologically based so the diagnostic criteria and procedure for diagnosing autism is based upon subjective judgment. In the medical and educational community, autism remains a disorder that is not diagnosed evenly across cultures. Discrepancies exist among ethnicity groups in the diagnostic rate of autism in the health community and in the identification of autism among diverse cultural groups in special education. Understanding the factors that may be influential in impeding early identification and diagnosis of autism among certain cultures is important. Currently, factors that influence interpretation of autistic symptoms by school psychologists are not overall clear. The purpose of this study was to investigate factors that may influence the diagnostic decisions of school psychologists as they relate to identifying behavioral symptoms associated with autism in African American, Caucasian, and Hispanic boys of varying SES. Three hundred and eight school psychologists sampled from the general membership of the National Association of School Psychologists were utilized in the present study. The results are promising in that school psychologists appear able to accurately identify symptoms associated with autism regardless of ethnicity or socioeconomic status. School psychologists are also able to recognize when patterns of behavior diverge from normal development; however, school psychologists were more likely to indicate the child's problem was due to Child Abuse for a child from a low SES versus a high SES regardless of ethnicity. Furthermore, school psychologists were more likely to indicate the child's presenting problem wa…
  note: by Calissia Thomas Tasby.
  note: "Major Subject: School Psychology"
  note: Title from author supplied metadata (automated record created 2010-03-12 12:08:51).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2008 http://hdl.handle.net/1969.1/ETD-TAMU-3250
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major school psychology
  subject:
    topic: culture
  subject:
    topic: autism
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-3250
  record info:
    record content source: TXA
    record creation date: 100426
    record change date: 20151201120100.0
    record identifier: in00002595782