Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children.

This study followed 205 autistic preschoolers for one year during early intervention therapy. Both children from culturally diverse backgrounds and non-diverse backgrounds made significant improvements in thinking skills and daily living abilities. There were no differences in progress between the two groups, which is encouraging given previous concerns about poorer outcomes for children from diverse cultural backgrounds.

This study examined developmental outcomes in 205 autistic preschoolers (114 non-CALD, 91 CALD) receiving Group-based Early Start Denver Model (G-ESDM) intervention over 12 months. While no concurrent associations were found between autism traits and developmental quotient, prospective associations emerged between baseline ADOS scores and developmental outcomes at 12 months for both groups. Following one year of G-ESDM therapy, all children showed significant gains in cognition and functional behaviour, with no differences between CALD and non-CALD groups. The findings address concerns about developmental disparities in culturally diverse autistic children and contribute to limited research on early intervention outcomes in CALD communities.

Results support the use of G-ESDM for autistic preschoolers from diverse cultural backgrounds, indicating equitable developmental gains. Findings counter concerns about poorer outcomes in CALD populations when appropriate early intervention is provided, supporting inclusive service delivery approaches.

Study used secondary data analysis limiting control over data collection methods. The study type is not specified, and specific effect sizes or statistical details are not provided in the abstract. Long-term follow-up beyond 12 months was not examined.

Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM).

Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1.

Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.