Kristina Lopez

Dr. Kristina Lopez

orcid

Research Focus & Metrics

Academic Career Length

20Years (2007-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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1 June 2013 in Intellectual and Developmental Disabilities
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Journal Article
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SMSandra Magaña
Sandra Magaña
KLKristina Lopez
Kristina Lopez
AAArellys Aguinaga
Arellys Aguinaga
HMHolly Morton
Holly Morton
There is greater identification of children with autism spectrum disorders (ASD) and, as a result, more attention to specialty services to address the challenges children with ASD face. Along with the growth in identification of ASD is a growth in the population of Latino children, yet there is some evidence that disparities exist in diagnosis and services between Latino and non-Latino White children. This study further documents these disparities and investigates the mechanisms that may contribute to them. Diagnosis and specialty services were compared between 48 Latino and 56 non-Latino White children diagnosed with ASD, and factors that contribute to differences are explored. Results show that Latino children were diagnosed almost one year later than White children, received fewer specialty services, and had higher unmet service needs. Factors that accounted for differences in the number of services received were maternal level of education and the number of sources of knowledge about autism. ...

13 August 2015 in Family Process
Verified
Journal Article
Closed access
PDF file
SMSandra Magaña
Sandra Magaña
KLKristina Lopez
Kristina Lopez
WMWendy Machalicek
Wendy Machalicek

18 July 2007 in Journal of Child Language
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Journal Article
Closed access
PDF file
RLRhiannon Luyster
Rhiannon Luyster
KLKristina Lopez
Kristina Lopez
CLCatherine Lord
Catherine Lord
Characterizing early communicative development in children with Autism Spectrum Disorders (ASD) is valuable for understanding profiles of ability in this population. The current investigation was modeled on Charman, Drew, Baird & Baird (2003b). Analyses explored parent report of early vocabulary, non-verbal communication, functional object use and play skills on the MacArthur-Bates Communicative Development Inventory (CDI) in 93 children with ASD, 31 children with developmental delay (DD) and 29 typically developing children. Results were generally consistent with those of Charman and colleagues (2003b), suggesting that skills improve with increasing non-verbal mental age and chronological age but that most children with ASD are delayed in receptive and expressive vocabulary and non-verbal communication, functional object use and play skills. Vocabulary profiles in the ASD sample were similar to those in the comparison samples, as was the developmental pattern of gesture and vocabulary mastery. However, when compared to published norms, children with ASD may show less of a discrepancy between their receptive and expressive vocabulary.

1 June 2007 in Journal of Speech, Language, and Hearing Research
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Journal Article
Closed access
PDF file
RLRhiannon Luyster
Rhiannon Luyster
SQShanping Qiu
Shanping Qiu
KLKristina Lopez
Kristina Lopez
CLCatherine Lord
Catherine Lord
Purpose: Autism spectrum disorders (ASD) are characterized by early impairments in language and related social communication skills. This investigation explored whether scores on the MacArthur–Bates Communicative Development Inventory (CDI) at ages 2 and 3 years predict outcome at age 9 years in children with ASD and developmental delay (DD). Method: Sixty-two children referred for possible autism at age 2 years, and 19 children with DD, were followed to age 9 years. Vocabulary, prespeech, and gestures scores on CDIs administered at ages 2 and 3 years were used to predict follow-up IQ, language, adaptive skills, and scores on diagnostic measures. Results: CDI scores at ages 2 and 3 did not predict outcome for the DD group. For the ASD sample, CDI receptive and expressive language and late gestures at ages 2 and 3 years predicted a number of follow-up variables, although scores at age 3 years were generally more predictive than scores at age 2 years. Conclusions: The CDI yielded scores that were predictive of outcome, suggesting that this parent report measure may be a quick and informative assessment of early verbal and nonverbal skills in children with ASD.

12 October 2019 in Journal of Autism and Developmental Disorders
Verified
Journal Article
Closed access
PDF file
SMSandy Magaña
Sandy Magaña
KLKristina Lopez
Kristina Lopez
KSKristen Salkas
Kristen Salkas
EIEmily Iland
Emily Iland
MMMiguel Angel Morales
Miguel Angel Morales
WMWendy Machalicek
Wendy Machalicek

2 January 2019 in Journal of Ethnic & Cultural Diversity in Social Work
Verified
Journal Article
Closed access
KLKristina Lopez
Kristina Lopez
SMSandra Magaña
Sandra Magaña
MMMiguel Morales
Miguel Morales
EIEmily Iland
Emily Iland
Latinx children with autism spectrum disorder (ASD) are underserved in part due to a lack of culturally relevant evidence-based services. We conducted a randomized control trial to test the efficacy of a culturally informed parent education intervention to address this gap. We assigned 26 Latina mothers of children with ASD to receive the intervention immediately (N = 12) or after all assessments were conducted (N = 14). All participants received baseline and follow-up assessments. Repeated measures ANOVA revealed significant improvement in child and parent outcomes for the intervention group compared to the control. This intervention is a culturally tailored way to address disparities in services for Latinx children with ASD.