Isabella Davis

Author: Isabella Davis | Major: Nursing | Semester: Spring 2023

My name is Isabella Davis and I am currently pursuing my Bachelor of Science in Nursing degree. I am a part of the College of Education and Health Professions college and have had the honor of working with Michele Kilmer as my honors mentor. During the Spring semester of 2023, I have been working with Dr. Kilmer to identify the effect of cultural influence on the age of ASD diagnosis. My future plans include continuing my education towards a Doctor of Nursing Practice degree while also working as a registered nurse. My focus as a nurse practitioner will be in aesthetics with the goal of owning and operating my own private practice. In the end, my desire is to help every patient feel confident in his/her own skin and empower them to experience the art of their individual beauty.

Our research has discovered that using old recommendations for ASD diagnosis inaccurately assumed generalizability across cultural experiences, had limited applicability for minority populations, assigned undue responsibility for child behaviors on families of color, and delayed diagnosis and treatment. Our study is focused on accomplishing the following three aims: 1) Determine factors of social determinants of health, cultural beliefs, and ASD stigma which hinder access to care for ASD identification in minority populations, 2) Identify PCP perspectives of ASD in different cultural populations to determine possible cultural inequalities, and 3) Identify patterns of child development among minority population using developmental, social/emotional, and adaptive-functioning assessments. Our study is a mixed-methods design that includes both quantitative and qualitative data. The pediatric participants in this study, ages 18 months to 18 years, and caregiver participants will be recruited from patients referred to the Access for Autism (A4A) program. I have focused my research on the third aim and have been analyzing developmental assessments that test each child’s communication and language abilities, motor skill attainment, prosocial behavior, problem solving, self-regulation, autonomy, adaptive functioning, and effect. These assessments include the Ages and Stages Questionnaire 3rd Ed, Ages and Stages Questionnaire: Social-Emotional 2nd Ed, Social-Emotional Assessment/Evaluation Measure, Vineland 3rd Ed Adaptation Assessment, and the Autism Diagnostic Observation Schedule 2nd Ed. Over the course of the Spring 2023 semester, I have been inputting data into our database and preparing the data for analysis in Fall 2023. I look forward to analyzing the data and discovering the patterns that exist in child development among minority populations to improve the diagnosis and treatment of ASD patients.

I chose this topic after hearing Dr. Kilmer speak briefly about the goal of the study. I was instantly drawn to her passion about the topic and the determination in her voice. I knew right away that joining this project would be a challenge that would teach me critical thinking, empathy, problem-solving, and emotional intelligence. After joining the project, I quickly learned how problematic the world of ASD diagnosis truly is, but more importantly, I discovered that with research, we could change it. I faced challenges in my research with understanding what every assessment measured and how each test was going to aid in accomplishing our goals. However, with the help and guidance of my mentor, I was able to understand what each test measured, understand why it mattered, and how we can improve ASD diagnosis in minority populations using it. Dr. Kilmer was always patient, kind, and respectful when explaining and working with me and has taught me essential communication skills. I also worked with my other team members when confusion arose and together we were able to use critical thinking and creativity to find solutions. Overall, this study has taught me that with determination and dedication, no problem is too big to overcome.