Elevated Risk, Delayed Recognition: Diagnostic Delays in Autism Spectrum Disorder Among Hispanic/Latino Children
Underlined: presenting author
Background
Autism spectrum disorder (ASD) affects children across all racial and ethnic groups, but Hispanic/Latino children in the United States are consistently diagnosed later than non-Latino White children, often after critical early-intervention windows have narrowed. Pediatricians are also less likely to flag Hispanic/Latino children as at-risk for ASD during routine developmental screening, and families report distinct barriers throughout the diagnostic pathway. This review examines the evidence on diagnostic delay, screening and identification gaps, and parent-reported barriers to ASD diagnosis among Hispanic/Latino children.
Methods
Narrative review of pediatric and developmental-behavioral literature on ASD diagnosis in Hispanic/Latino children, including studies on pediatrician identification of at-risk children, comparative diagnosis and treatment patterns between Latino and non-Latino White families, and qualitative research on parent-reported barriers to diagnosis and care.
Findings
Hispanic/Latino children are diagnosed with ASD at older ages than non-Latino White children and are less often identified as at-risk by pediatricians during routine screening, despite comparable underlying prevalence. Parent-reported barriers include language discordance with providers, limited culturally adapted screening tools, lower rates of referral to specialty evaluation, and immigration-related concerns that delay families from seeking care. These barriers compound across the diagnostic pathway, from initial screening through specialist referral.
Conclusion
Hispanic/Latino children face a multi-point diagnostic delay in ASD identification, driven by gaps in pediatrician screening accuracy and structural barriers to specialty care. Culturally and linguistically adapted screening tools, provider training, and improved referral pathways are needed to close this gap and expand access to early intervention.