Early Childhood Educator Preparation, Exposure, and Perspectives of Autism Spectrum Disorder in Preschool Hispanic Populations

Authors

Karla C. Vidaurri, University of Texas Rio Grande ValleyFollow
Ruth Crutchfield, University of Texas Rio Grande ValleyFollow
Jessica R. Stewart, University of Nevada, RenoFollow

Abstract

Purpose

With an increase in prevalence of autism spectrum disorder (ASD) and the Hispanic population, there is a crucial demand for early identification and servicing of individuals with ASD. Early childhood educators are one profession in the position to identify and provide services to individuals with ASD at an early age. The aim of this study was to explore early educators’ preparation, exposure, and perspectives of ASD specific to preschool Hispanic populations.

Method

A survey methodology was implemented to explore early childhood educators’ preparation, exposure, and perspectives of ASD. The anonymous survey consisted of 23 questions and statements that explored participant demographics, training, experience, self-perception, awareness, knowledge, and current referral process specific to ASD in Hispanic populations. A total of 52 early childhood educators from Texas, Florida, and California (predominantly Hispanic states) participated in the study.

Results

Most of the participants in this study reported that 75-100% of their student population was Hispanic. Of the early childhood educators included in this study 25% did not hold licensure or credentials; however, 58% of participants indicated that they had completed form education or training specific to ASD. Eight percent of the participants indicated that they had never met an individual diagnosed with ASD and 87% of participants had engaged with literature about ASD. The results relating to the cause of ASD were mixed and most early childhood educators rated themselves as somewhat knowledgeable about ASD.

Conclusion

Early childhood educators are in a prime position to identify and service individuals with ASD. This is especially significant when considering the Hispanic population that is already experiencing healthcare disparities. Results of this study highlight a need for formal licensure and credentialing, training, and increased knowledge related to ASD for early childhood educators. The results of this study can be used to guide future research and programs designed to improve identification and access to services for individuals with ASD at young ages.

Author Bio(s)

Karla C. Vidaurri, M.S., CCC-SLP received her master’s degree from UTRGV. Karla is bilingual speaking both Spanish and English. Karla’s current research and clinical interests focus on autism spectrum disorder, multicultural populations, early intervention, and early childhood education.

Ruth Crutchfield, SLP.D., CCC-SLP is associate professor at UTRGV. Dr. Crutchfield graduated with her Doctorate in Speech-Language Pathology in 2010 from Nova Southeastern University. She holds the Certificate of Clinical Competence from the American Speech and Hearing Association. Dr. Crutchfield’s research interests stem from her Hispanic heritage and bilingualism.

Jessica Stewart, Ph.D., CCC-SLP is an assistant professor at UNR. Dr. Stewart has publications in multiple peer reviewed journals and has provided more than many professional presentations at local, state, national, and international levels. Dr. Stewart’s research interests include early childhood language acquisition with an emphasis on autism spectrum disorder and other neurodevelopmental disorders in addition to multicultural, multilingual, and diverse populations.

Acknowledgements

The authors of this study would like to thank all of the early childhood educators that participated in this study. We would also like to thank Sydney Clark for her assistance in the preparation of this manuscript.

Recommended Citation

Vidaurri KC, Crutchfield R, Stewart JR. Early Childhood Educator Preparation, Exposure, and Perspectives of Autism Spectrum Disorder in Preschool Hispanic Populations. The Internet Journal of Allied Health Sciences and Practice. 2025 Apr 15;23(2), Article 18.