Experiences of Spanish-Speaking Families with a Remote Neurodevelopmental Assessment.

Researchers tested a remote autism assessment in Spanish for Hispanic families. Thirteen families tried the assessment with their babies who might have autism. Parents liked talking directly to Spanish-speaking specialists and found the assessment easy to understand. Some families preferred remote assessments because they were more accessible, while others worried they weren't as accurate as in-person visits.

The study shows promise for helping more Hispanic families access autism assessments in their native language.

This study examined the feasibility and acceptability of a remote autism assessment tool (PANDABox) translated into Spanish for Hispanic families with limited English proficiency. Thirteen Spanish-speaking families with infants at high autism likelihood participated in remote assessments followed by interviews. The translation process involved independent translation groups and review by native Spanish speakers, revealing needs for cultural adaptations including modified activities and visual supports. Families appreciated direct communication with Spanish-speaking specialists and found the translation clear and administration manageable.

However, preferences were mixed between remote and in-person assessments, with some valuing accessibility while others questioned remote validity. Barriers included literacy concerns and confidentiality issues.

PANDABox-Spanish shows promise for improving autism assessment access for Spanish-speaking families. Clinicians should consider family preferences for remote versus in-person assessment, ensure cultural adaptations beyond translation, and address literacy and confidentiality concerns when implementing remote assessment protocols for Hispanic populations.

Small sample size of 13 families limits generalizability. No comparison group or control condition. Unclear study design methodology. Self-reported outcomes through interviews may introduce bias. Limited information about participant characteristics and recruitment methods provided.

U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism.

The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach.

Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers' concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality.

The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families' familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality.