Neurodiversity and Autism Spectrum Disorder in the Cultural Context

Tuesday, July 22, 2025, 12:00 AM - Friday, July 21, 2028, 11:59 PM

A Continuing Medical Education activity presented by the Stanford Center for Youth Mental Health and Wellbeing. This Native American Youth Mental Health ECHO didactic session features a presentation by Linda Lotspeich, MD and Jeremiah Simmons, PhD.

This information will provide a deeper understanding of the core characteristics of autism and how cultural factors influence its identification and treatment. Learn to support families through culturally-centered, community-based approaches and connect them with effective resources for early intervention.

Release Date: July 22, 2025

Expiration Date: July 21, 2028

Estimated Time to Complete: 43 minutes

Registration Fee: FREE

Activity and Learning Materials
Click Begin (at the top) to launch the activity. This session is part of The Native American Youth Mental Health ECHO Project. To learn more about this project and find additional resources, please visit the NAYMH ECHO Project Website.

AMA PRA Category 1 Credits™ (0.75 hours), AAPA Category 1 CME credits (0.75 hours), ACPE Contact Hours (0.75 hours), ANCC Contact Hours (0.75 hours), APA Continuing Education credits (0.75 hours), Non-Physician Participation Credit (0.75 hours)

1. Identify the 3 core characteristics of the autism spectrum.
2. Provide families with resources to support their children with autism.
3. Identify cultural differences in identification, acceptance, and treatment of autism spectrum disorder.
4. Evaluate how culturally-centered community-based approaches may improve early intervention efforts for families.

In support of improving patient care, Stanford Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team. 

Credit Designation 
American Medical Association (AMA) 
Stanford Medicine designates this Enduring Material for a maximum of 0.75 AMA PRA Category 1 Credits^TM.  Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

Accreditation Council of Pharmacy Education (ACPE) 
Stanford Medicine designates this knowledge-based activity for a maximum of 0.75 hours. Credit will be provided to NABP CPE Monitor within 60 days after the activity completion. UAN: JA0000751-0000-25-015-H04-P.

For Pharmacists to Claim ACPE Credit: Pharmacists must submit to us their NABP e-Profile ID and Date of Birth for credit to be reported to CPE Monitor. If you wish to claim ACPE credit, please enter your NABP ePID# and Date of Birth in your CE Profile. Log in to Stanford's CME portal > My CE > Profile tile > Credentials > Select NABP ePID# from the drop down and enter your ID number. Please also enter your Date of Birth (month and day) in your profile under Basic Information.  The field will appear when you select your Profession as Pharmacist.

American Nurses Credentialing Center (ANCC) 
Stanford Medicine designates this Enduring Material for a maximum of 0.75 ANCC contact hours.  

American Academy of Physician Associates (AAPA) - Enduring Materials 
Stanford Medicine has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This enduring activity is designated for 0.75 AAPA Category 1 CME credits. Approval is valid until 06.11.28. PAs should only claim credit commensurate with the extent of their participation. 

American Psychological Association (APA) 
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. 

Accessibility Statement
 Stanford University School of Medicine is committed to ensuring that its programs, services, goods and facilities are accessible to individuals with disabilities as specified under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Amendments Act of 2008.  If you have needs that require special accommodations, including dietary concerns, please contact the CME.

Cultural and Linguistic Competency
The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area for the purpose of complying with California Assembly Bill 1195. Moreover, the Stanford University School of Medicine Multicultural Health Portal contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws.  You are encouraged to visit the Multicultural Health Portal: https://laneguides.stanford.edu/multicultural-health

References

1. Autism Society Local Community Chapters, https://autismsociety.org

2. Autism Speaks - Provides info and lists of local resources, https://www.autismspeaks.org

3. Mental Health & Autism Insurance Project - Assists families to receive treatments in California, https://mhautism.org

4. Benkert, R., Cuevas, A., Thompson, H. S., Dove-Medows, E., & Knuckles, D. (2019). Ubiquitous yet unclear: a systematic review of medical mistrust. Behavioral Medicine, 45(2), 86-101.

5. Bennett, A., Ray, M., Zucker, E., & Chuo, J. (2021). Increasing Diagnostic Services for Autism Spectrum Disorder in the Native American Community: A Pilot Collaborative Telecare Model.

6. Bernier, R., Mao, A., & Yen, J. (2010). Psychopathology, families, and culture: autism. Child and Adolescent Psychiatric Clinics, 19(4), 855-867.

7. Drexler, Olivia. (2018). Colonization in Autism: Understanding the Role that Colonialism Plays in the Disparity in Native American Autism Rates Cultural Differences. 10.13140/RG.2.2.19773.36325.

8. Lau, A. S., Garland, A. F., Yeh, M., Mccabe, K. M., Wood, P. A., & Hough, R. L. (2004). Race/ethnicity and inter-informant agreement in assessing adolescent psychopathology. Journal of Emotional and Behavioral Disorders, 12(3), 145-156.

9. Matson, J. L., Worley, J. A., Fodstad, J. C., Chung, K.-M., Suh, D., Jhin, H. K., … Furniss, F. (2011). A multinational study examining the cross cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America. Research in Autism Spectrum Disorders, 5(4), 1598–1604.

10. Thomas, K. C., Ellis, A. R., McLaurin, C., Daniels, J., & Morrissey, J. P. (2007). Access to care for autism-related services. Journal of autism and developmental disorders, 37, 1902-1912.

For Native American Youth Mental Health ECHO Project Team question, please contact
     Email: [email protected]

For CME general questions, please contact 
     Email: [email protected]

Mitigation of Relevant Financial Relationships

Stanford Medicine adheres to the Standards for Integrity and Independence in Accredited Continuing Education.

There are no relevant financial relationships with ACCME-defined ineligible companies for anyone who was in control of the content of this activity, except those listed in the table below. All of the relevant financial relationships listed for these individuals have been mitigated.

Speakers:

Linda Lotspeich, MD  - Nothing to disclose

Jeremiah Simmons, PhD  - Nothing to disclose

Planners (see table below)