Screening, Diagnosis, and Intervention for Autism: Experiences of Black and Multiracial Families Seeking Care.

Purpose: Despite advances in screening and awareness, Black and multiracial families continue to experience challenges when seeking an autism diagnosis for their children.

Methods: We surveyed 400 Black and multiracial families of young children with autism from an existing research database in the United States about their retrospective diagnostic experiences. We gathered quantitative and qualitative data and engaged in iterative coding to understand timing and content of first concerns, families' experiences of care providers and systems, and the impact of race and culture on accessing care.

Risky business: a scoping review for communicating results of predictive models between providers and patients.

Objective: Given widespread excitement around predictive analytics and the proliferation of machine learning algorithms that predict outcomes, a key next step is understanding how this information is-or should be-communicated with patients.

Materials And Methods: We conducted a scoping review informed by PRISMA-ScR guidelines to identify current knowledge and gaps in this domain.

Results: Ten studies met inclusion criteria for full text review.

Design thinking in applied informatics: what can we learn from Project HealthDesign?

Objective: The goals of this study are to describe the value and impact of Project HealthDesign (PHD), a program of the Robert Wood Johnson Foundation that applied design thinking to personal health records, and to explore the applicability of the PHD model to another challenging translational informatics problem: the integration of AI into the healthcare system.

Materials And Methods: We assessed PHD's impact and value in 2 ways. First, we analyzed publication impact by calculating a PHD h-index and characterizing the professional domains of citing journals.

Health Care Equity in the Use of Advanced Analytics and Artificial Intelligence Technologies in Primary Care.

The integration of advanced analytics and artificial intelligence (AI) technologies into the practice of medicine holds much promise. Yet, the opportunity to leverage these tools carries with it an equal responsibility to ensure that principles of equity are incorporated into their implementation and use. Without such efforts, tools will potentially reflect the myriad of ways in which data, algorithmic, and analytic biases can be produced, with the potential to widen inequities by race, ethnicity, gender, and other sociodemographic factors implicated in disparate health outcomes.

Toward model-driven interventions for African Americans with cognitive-communicative disorders.

African American adults have a disproportionately high incidence and prevalence of cognitive-communicative disorders, yet their use of speech-language pathology services does not reflect their need for clinical intervention. The purpose of this article is to issue a call to action aimed at moving toward the development of model-informed interventions for African American adults with cognitive-communicative disorders. We propose the development of model-driven interventions that are designed to reflect the values and preferences of many African American adults in terms of culturally distinctive opportunities for activities and participation within their communities.

Age, working memory, figurative language type, and reading ability: influencing factors in African American adults' comprehension of figurative language.

This study investigated the cognitive and linguistic factors presumed to be associated with adult comprehension of figurative language, including age, working memory (WM), figurative language type, and reading comprehension (RC). Forty younger (M = 22 years) and 40 older (M = 63 years) healthy African American adults completed WM and reading tasks, and the 60-item forced-choice multiple-category (20 idioms, 20 metaphors, and 20 metonyms) Figurative Language Comprehension Test. After controlling for WM and RC, the older adults outperformed the younger adults on idioms and metonyms.

Cultural Knowledge in African American Children.

Purpose: This study sought to determine whether typically developing African American children's culturally based mainstream and ethnocultural knowledge increased between grades four and six. Because a lack of mainstream cultural knowledge has been implicated in reduced reading comprehension among many African American children, this study also investigated the degree to which ethnocultural and mainstream cultural knowledge differed.

Method: Fifty-eight African American children in grades four, five, and six responded to the Test of Core Knowledge (Bradford & Harris, 2000), a divergent task that required free associations about topics drawn from both mainstream and African American history, arts, and news events.

Effects of Familiarity on Idiom Comprehension in African American and European American Fifth Graders.

In order to test the language experience hypothesis, the comprehension of high-, moderate-, and low-familiarity idioms was examined in African American (N=24) and European American (N= 24) fifth-grade students in the Mid-South. This study was designed to augment the existing literature on cross-cultural idiom comprehension, of which there is a paucity of research, and provide a look from a culturally diverse perspective at idiom comprehension in youth. Results indicate a significant effect of group on idioms rated as low-familiarity, whereas idioms rated as high- and moderate-familiarity did not distinguish the groups.