Cultural Considerations in the Selection of Evidence-Based Psychosocial Interventions for Chinese-American/Immigrant Children with Autism Spectrum Disorders
Keywords:
evidence-based intervention, autism, culture, Chinese immigrant childrenAbstract
Just as treatment for children with autism spectrum disorders (ASD) does not follow a universal course of intervention, so should the design and implementation of evidence-based interventions not assume universal efficacy for all groups, especially those from non-dominant cultures. The scarcity of efficacy studies on psychosocial interventions for the Chinese-American/immigrant children with ASD calls for more research on the topic and challenges mental health and educational providers to consider cultural factors in various phases and at various levels when conducting interventions. This article presents specific cultural considerations in the selection of evidence-based psychosocial interventions for Chinese-American/immigrant children with ASD for professionals serving the population. Examples include considerations of cultural/linguistic characteristics of the child with ASD, his/her family and school context, and their cultural values. As Evidence-based Interventions (EBI) are necessary but not sufficient for effective interventions, strategies based on implementation science are recommended.
References
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2. Autism and Developmental Disabilities Monitoring Network Surveillance Year 2008 Principal Investigators; Centers for Disease Control and Prevention. Prevalence of autism spectrum disorders - Autism and developmental disabilities monitoring network, 14 sites, United States, 2008. US Census. MMWR Surveill Summ. 2012;61:1-19.
3. Dyches TT, Wilder LK, Sudweeks RR, Obiakor FE, Algozzine B. Multicultural issues in autism. J Autism Dev Disord. 2004;34:211-222.
4. Campbell M, Schopler E, Cueva JE, Hallin A. Treatment of autistic disorder. J Am Acad Child Adolesc Psychiatry. 1996;35:134-143.
5. Huang A, Wheeler J. Promoting the Development of Educational Programs for Children with Autism in Southeast Asian Countries. Int J Spec Educ. 2007;22:78-88.
6. Ingraham CL. Consultation through a multicultural lens: multicultural and cross-cultural consultation in schools. School Psych Rev. 2000;29:320-343.
7. Takushi R, Umoto JM. The clinical interview from a multicultural perspective. In Suzuki LA, Ponterotto JG, Meller PJ, eds. Handbook of multicultural assessment: Clinical, psychological, and educational applications (2nd ed). San Francisco: Jossey-Bass; 2001:47-66.
8. Li C, Vazquez-Nuttall E. School consultants as agents of social justice for multicultural children and families. In special issue, J Educ Psychol Cons. 2009;19:26-44.
9. Ingraham CL, Oka ER. Multicultural issues in evidence-based interventions. J Appl Sch Psychol. 2006;22:127-149.
10. China Website of Autism. Diagnostic Criteria for Autism II. China's Classification Criteria-CCMD3 (Classification and Diagnostic Criteria of Mental Disorders in China-Third-Edition) (Chinese Criteria -CCMD3). http://www.cautism.com/2006/6-22/11570917125.html. July 1, 2015.
11. Clark E, Zhou Z. Autism in China: from acupuncture to applied behavior analysis. Psychology in the Schools. 2005;42(3):285-295.
12. Chan A, Cheung MC, Sze S, Leung W. Seven-star needle stimulation improves language and social interaction of children with autistic spectrum disorders. Am J Chin Med. 2007;37:495-504.
13. Shumm D, Stolzfus M. Beyond models: Some tentative Daoist contributions to disability studies. Disabil Stud Q. 2010;30(3). ?
14. Chiang LH, Hadadian A. Chinese and Chinese-American families of children with disabilities. Int J Spec Educ. 2007;22:19-23.
15. Parette P, Chuang SJL, Huer MB. First-generation Chinese American families' attitudes regarding disabilities and educational interventions. Focus Autism Other Dev Disabl. 2015;19:114-123.
16. Bird EKR, Lamond E, Holden J. Survey of bilingualism in autism spectrum disorders. Int J Lang Commun Disord. 2011;47(1):52-64.
17. Yu B. Talking with bilingual Chinese-American immigrant parents of children with autism spectrum disorders about intergenerational language practices. ProQuest Dissertation and Theses. 2009.
18. Seung H, Siddiqi S, Elder JH. Intervention outcomes of a bilingual child with autism. J Med Speech Lang Pathol. 2006;14(1):53-63.
19. Park S. Bilingualism and children with autism spectrum disorders: issues, research, and implications. Nys Tesol Journal. 2014;1(2):122-129.
20. Texas guide for effective teaching TEACCH (Treatment and education of autistic and related communication handicapped children). Texas statewide leadership for autism–Updated 12/31/2013 July 1, 2015.
21. Tsang S, Shek D, Lam L, Tang F, Cheung P. Brief report: Application of the TEACCH program on chinese pre-school children with autism - Does culture make a difference? J Autism Dev Disord. 2007;37:390-396.
22. Ichikawa K, Takahashi Y, Ando M, et al. TEACCH-based group social skills training for children with high-functioning autism: A pilot randomized controlled trial. BiopsychoSoc Med. 2013;7:14.
23. Yusof MSBM, Chia N. Dolphin encounter for special children (DESC) program: effectiveness of dolphin-assisted therapy for children with autism. Int J Spec Educ. 2012;26:260-275.
24. Li C, Wang Z. School-based assessment with Asian children and adolescents. In Benuto, LT, Thaler, N, Leany, BD eds. Guide to Psychological Assessment with Asian Americans, New York, NY: Springer;2014:393-405.
25. Shaw SR, Prevez LV, Shah S. Evidence-based interventions: necessary but not sufficient for a profession of scientist-practitioners. NASP Communique. 2014;43:1.
26. Quintana SM, Troyano N, Taylor G. Cultural validity and inherent challenges in quantitative methods for multicultural research. In Ponterotto, JG, Casas, JM, Suzuki, LA, Alexander, CM eds. Handbook of multicultural counseling, 2nd eds. Newbury Park, CA: Sage; 2001:604-630.
27. Forman SG, Shapiro ES, Codding, et al. Implementation science and school psychology. Sch Psychol Q. 2013;28:77-100.
28. Sue DW, Sue D. Counseling the culturally different: Theory and practice. 6th ed. New York, NY: John Wiley & Sons, Publishers; 2013.
29. Granpeesheh D, Tarbox J, Dixon DR. Applied behavior analytic interventions for children with autism: a description and review of treatment research. Ann Clin Psychiatry. 2009;21(3):162-173.
30. Sun X, Allison C, Auyeung B, Baron-Cohen S, Brayne C. A review of healthcare service and education provision of Autism Spectrum Condition in mainland China. Res Dev Disabil. 2013;34:469-479.
31. Guo YQ. Training parents and professionals to help children with Autism in China: the contribution of behaviour analysis. Int J Psychol. 2006;41:523-526.
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Published
2016-01-15
How to Cite
Li, C., & Kimble, E. (2016). Cultural Considerations in the Selection of Evidence-Based Psychosocial Interventions for Chinese-American/Immigrant Children with Autism Spectrum Disorders. North American Journal of Medicine and Science, 8(3). Retrieved from https://najms.com/index.php/najms/article/view/93
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