INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Majestic Complex (Posters 61-120) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #90 Performing Culturally Informed Cardiac Neurodevelopmental Evaluations for Diverse Children with Congenital Heart Disease Alexander Tan, Children's Hospital of Orange County, Orange, United States Ana-Mercedes Flores, Children's Hospital of Orange County, Orange, United States Category: Inclusion and Diversity/Multiculturalism Keyword 1: pediatric neuropsychology Keyword 2: congenital disorders Keyword 3: diversity Objective: Congenital heart disease (CHD) is the most common birth defect with accompanying long-term neuropsychological sequelae. The American Heart Association (AHA) and American Academy of Pediatrics (AAP) have established recommendations to optimize neurodevelopmental outcomes in this population (Marino et al., 2012), while the Cardiac Neurodevelopmental Outcome Collaborative (CNOC) has provided best practice guidelines for performing cardiac neurodevelopmental evaluations (Cassidy et al., 2018). Emerging evidence indicates racial and ethnic minority populations experience increased CHD burden compared to White peers. However, limited attention to date has been dedicated to identifying culturally informed approaches when evaluating culturally and linguistically diverse children with CHD. Participants and Methods: In the United States, Hispanic individuals encompass the largest ethnic minority group, with Spanish being the second most spoken language, while Chinese individuals encompass the largest Asian ethnic group, with Chinese being the third most spoken language. Practical recommendations are provided for performing culturally informed neurodevelopmental evaluations with an emphasis on Hispanic and Chinese preschool and school-aged children with CHD. Recommendations are informed by cardiac neurodevelopmental evaluation guidelines from AHA/AAP and CNOC, indications for neuropsychological assessment with culturally diverse populations from the Hispanic Neuropsychological Society (HNS) and Asian Neuropsychological Association (ANA), and clinical acumen of the authors who represent CNOC, HSN, and ANA membership. Results: Within the context of the ECLECTIC framework (Fujii, 2018), cultural and linguistic factors (i.e., education, culture, language, economics, communication style, testing situation, intelligence conception, context for immigration) that may inform and/or impact the clinical interview, test and norm selection, test data interpretation, and feedback are described. Measures relevant to CNOC guidelines and neuropsychological profiles associated with CHD (Ilardi et al., 2020) that have been appropriately translated and/or adapted for use with Spanish- and Chinese-speaking children and families are reviewed to assist clinicians with test selection. Specific recommendations for clinicians providing cardiac neurodevelopmental evaluations are presented with an aim to maximize test fairness by addressing comfort with the testing situation, test biases, test accessibility, and validity of test results (American Educational Research Association et al., 2014). Conclusions: Given the growing diversification of the United States population, there is a significant need for culturally and linguistically responsive cardiac neurodevelopmental evaluations to improve outcomes for all children with CHD. Concrete recommendations for cardiac neurodevelopmental evaluations with culturally diverse children are provided to address current gaps in cultural competence among clinicians when working with this population. Gaps in the literature and limitations of available measures are highlighted to inform future research directions.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Majestic Complex (Posters 61-120)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #90

Performing Culturally Informed Cardiac Neurodevelopmental Evaluations for Diverse Children with Congenital Heart Disease

Alexander Tan, Children's Hospital of Orange County, Orange, United States
Ana-Mercedes Flores, Children's Hospital of Orange County, Orange, United States

Category: Inclusion and Diversity/Multiculturalism

Keyword 1: pediatric neuropsychology
Keyword 2: congenital disorders
Keyword 3: diversity

Objective:

Congenital heart disease (CHD) is the most common birth defect with accompanying long-term neuropsychological sequelae. The American Heart Association (AHA) and American Academy of Pediatrics (AAP) have established recommendations to optimize neurodevelopmental outcomes in this population (Marino et al., 2012), while the Cardiac Neurodevelopmental Outcome Collaborative (CNOC) has provided best practice guidelines for performing cardiac neurodevelopmental evaluations (Cassidy et al., 2018). Emerging evidence indicates racial and ethnic minority populations experience increased CHD burden compared to White peers. However, limited attention to date has been dedicated to identifying culturally informed approaches when evaluating culturally and linguistically diverse children with CHD.

Participants and Methods:

In the United States, Hispanic individuals encompass the largest ethnic minority group, with Spanish being the second most spoken language, while Chinese individuals encompass the largest Asian ethnic group, with Chinese being the third most spoken language. Practical recommendations are provided for performing culturally informed neurodevelopmental evaluations with an emphasis on Hispanic and Chinese preschool and school-aged children with CHD. Recommendations are informed by cardiac neurodevelopmental evaluation guidelines from AHA/AAP and CNOC, indications for neuropsychological assessment with culturally diverse populations from the Hispanic Neuropsychological Society (HNS) and Asian Neuropsychological Association (ANA), and clinical acumen of the authors who represent CNOC, HSN, and ANA membership.

Results:

Within the context of the ECLECTIC framework (Fujii, 2018), cultural and linguistic factors (i.e., education, culture, language, economics, communication style, testing situation, intelligence conception, context for immigration) that may inform and/or impact the clinical interview, test and norm selection, test data interpretation, and feedback are described. Measures relevant to CNOC guidelines and neuropsychological profiles associated with CHD (Ilardi et al., 2020) that have been appropriately translated and/or adapted for use with Spanish- and Chinese-speaking children and families are reviewed to assist clinicians with test selection. Specific recommendations for clinicians providing cardiac neurodevelopmental evaluations are presented with an aim to maximize test fairness by addressing comfort with the testing situation, test biases, test accessibility, and validity of test results (American Educational Research Association et al., 2014).

Conclusions:

Given the growing diversification of the United States population, there is a significant need for culturally and linguistically responsive cardiac neurodevelopmental evaluations to improve outcomes for all children with CHD. Concrete recommendations for cardiac neurodevelopmental evaluations with culturally diverse children are provided to address current gaps in cultural competence among clinicians when working with this population. Gaps in the literature and limitations of available measures are highlighted to inform future research directions.