Table 3.
Characteristics of included studies.
| Authors | Study objectives | Participants |
N of participants |
Location |
Data collection methods |
Domain | ||
|---|---|---|---|---|---|---|---|---|
| System | Provider |
Family experience |
||||||
| Bergeron et al. (32) | Understand culturally and linguistically diverse parents' perceptions of and practices around their child's language disorder | Parents born outside of Canada who have lived in Canada for less than 20 years | 6 | Canada | Phenomenological interviews | ✓ | ||
| Bird et al. (33) | Investigate bilingualism in families with a child with ASD | Parents in a bilingual family who have one or more children with ASD | 49 | Canada, USA, Greece, France, Egypt, and Singapore | Questionnaire | ✓ | ✓ | |
| Caesar et al. (34) | Investigate the frequency SLPs used recommended practices when assessing bilingual students | Public school clinicians in Michigan | 130 | USA | Questionnaire | ✓ | ✓ | |
| de Valenzuela et al. (35) | Examine issues related to the inclusion and exclusion of students with developmental disabilities in and from bilingual opportunities | Policy makers, professionals, and practitioners in special needs and/or language education | 79 | Canada, USA, UK, the Netherlands | Semi-structured, one-on-one interviews | ✓ | ||
| Fong et al. (36) | Document the barriers and facilitators Korean immigrant families encounter when accessing autism-related services | Korean parents of children with ASD | 20 | Canada | Individual semi-structured interview | ✓ | ✓ | ✓ |
| Hammer et al. (37) | Determine the level of training and confidence of SLPs in serving Spanish–English bilingual children | SLPs | 213 | USA | Questionnaire | ✓ | ||
| Jimenez et al. (38) | Determine the national average wait time for developmental pediatric evaluations, and to understand differences in access | Developmental, neurodevelopmental, developmental-behavioral, or developmental disability clinics | 90 | USA | Mystery shopper study via phone calls | ✓ | ||
| Jordaan (39) | Establish caseload characteristics, language profiles and proficiencies, and practices of SLPs regarding bilingual clients | SLPs providing intervention to bilingual children | 99 | Israel, Malta, Belgium, India, Canada, USA, UK, Sweden, Malaysia, Bulgaria, Denmark, Iceland, and South Africa | Questionnaire | ✓ | ✓ | |
| Kritikos (40) | Determine SLPs' beliefs about language assessment of bilingual/bicultural individuals | SLPs | 811 | USA | Questionnaire | ✓ | ✓ | |
| Kuhn et al. (41) | Examine child and family factors that predict receiving a diagnostic evaluation and a confirmed ASD diagnosis | Medical Records of racial/ethnic minority children who screened positive for ASD | 309 | USA | Retrospective medical record review | ✓ | ||
| Marinova-Todd et al. (42) | Gather information from professionals about their practices and opinions pertaining to the provision of bilingual supports to students with developmental disabilities | SLPs, teachers, language specialists, early childhood educator, administrators, and other professionals | 361 | Canada, USA, UK, and the Netherlands | Questionnaire | ✓ | ✓ | |
| Mcleod and Baker (43) | Describe practices regarding assessment and service delivery for children with speech sound disorders | SLPs | 231 | Australia | Questionnaire | ✓ | ✓ | |
| Mennen and Stansfield (44) | Identify the level to which SLP services meet recommendations; to examine caseloads; and to determine whether services are in place to meet the needs of those bilingual clients | SLPs and their managers | 21 | UK | Questionnaire and interviews | ✓ | ||
| Mulgrew et al. (45) | Investigate the perceptions and practices of SLPs in the assessment of bilingual English–Irish-speaking children | Community-based practicing pediatric SLPs | 181 | Republic of Ireland and UK | Online cross-sectional survey | ✓ | ✓ | |
| Nayeb et al. (46) | Investigate nurses' perceptions of language screening and their practice for bilingual children | Nurses who perform language screening of bilingual children. | 863 | Sweden | Online questionnaire | ✓ | ✓ | |
| Pascoe et al. (47) | Investigate assessments and interventions used by SLPs in the Western Cape when working with children with speech difficulties | SLPs working with children | 28 | South Africa | Questionnaire | ✓ | ✓ | |
| Rethfeldt (48) | Examine current provision of speech-language intervention services for multilingual children | SLP practices | 28 SLP practices | Germany | Cross-sectional survey | ✓ | ✓ | ✓ |
| Rodrigues et al. (49) | Compare the receipt of developmental surveillance and screening among children | Medical records of children who attended wellness child visits | 450 | USA | Retrospective medical record review | ✓ | ✓ | |
| St Amant et al. (50) | Examine the influence of current ethnic and acculturation differences, with an emphasis on parental primary language, on child involvement in ASD-specific services | Medical records of children receiving services with a confirmed individualized education plan | 152 | USA | Retrospective medical record review | ✓ | ||
| Vanegas (51) | Examine child, maternal, and family-level factors on the age of first autism spectrum disorder diagnosis among a diverse, clinical sample | Medical records of children with ASD | 221 | USA | Retrospective medical record review | |||
| Verdon et al. (52) | Make a geographical comparison between multilingual children and multilingual SLP services in Australia | SLPs and children aged 4–5 years old | 2849 SLPs; 4386 children | Australia | Questionnaire and census data | ✓ | ||
| Wiefferink et al. (53) | Understand factors that may influence early identification by providing a detailed description of caseload characteristics | Medical records of children with language difficulties | 9932 | Netherlands | Retrospective medical record review | ✓ | ✓ | |
| Williams and McLeod (54) | Examine Australian SLPs' perspectives and experiences of multilingualism, including their assessment and intervention practices | SLPs working with multilingual children in Australia in 2010 | 128 | Australia | Questionnaire | ✓ | ✓ | |
| Yu (20) | Explore the influences for and the effects of the language choices made by the mothers in relationship to their children with ASD | Parents who spoke Mandarin Chinese and had a child with ASD | 10 | USA | Phenomenological interviews | ✓ | ✓ | |
| Yu and Hsia (55) | Examine the constraints and affordances of heritage language maintenance efforts in three families of children on the autism spectrum | Parents who have children with ASD and identify Chinese as a heritage language | 3 | USA | Interview | ✓ | ✓ | |
| Zuckerman et al. (56) | Develop and test a brief, English/Spanish bilingual parent-reported scale of perceived community ASD stigma | Parents of children with ASD aged 2 to 10 years old | 380 | USA | Questionnaire | ✓ | ✓ | |
| Zuckerman et al. (57) | Compare barriers to ASD diagnosis and current ASD-related service use among families with English proficiency or limited English proficiency | Parents of children with ASD. | 352 | USA | Mixed-mode survey | ✓ | ✓ | |
| Zuckerman et al. (58) | To assess ASD and developmental screening practices, attitudes toward ASD identification in Latino children, and barriers to ASD identification for Latino children | California pediatricians | 267 | USA | Questionnaire | ✓ | ✓ | |
| Zuckerman et al. (59) | To assess barriers to ASD diagnosis in the Latino community | Parents of children with ASD | 33 | USA | Focus group | ✓ | ✓ | |
| Zuckerman et al. (60) | To qualitatively assess the potential barriers of ASD in the Latino community | Latino parents of typically developing children | 30 | USA | Focus group or individual semi-structured interview | ✓ | ||