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Auteur Meghan M. BURKE |
Documents disponibles écrits par cet auteur (7)
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Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder / Meghan M. BURKE in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. BURKE, Auteur ; Sandra MAGAÑA, Auteur ; Marlene GARCIA, Auteur ; Maria P. MELLO, Auteur Article en page(s) : p.2532-2538 Langues : Anglais (eng) Mots-clés : Advocacy Empowerment Family–School Partnership Family Services Index. décimale : PER Périodiques Résumé : Latino, Spanish-speaking families of children with autism spectrum disorder (ASD) face unique barriers in special education advocacy. Although advocacy programs are becoming more common in the United States, none of these programs target Latino families. This is a pilot study to examine the feasibility and effectiveness of an advocacy program for Latino families of children with ASD. Using a quasi-experimental design, 40 Latino family members of children with ASD participated in this study. Results demonstrated consistent attendance, low attrition, and high participant satisfaction. Intervention (versus control) group participants demonstrated significantly increased empowerment and special education knowledge, and stronger family–school partnerships. Findings provide preliminary support for advocacy programs for Latino families of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2765-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2532-2538[article] Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Meghan M. BURKE, Auteur ; Sandra MAGAÑA, Auteur ; Marlene GARCIA, Auteur ; Maria P. MELLO, Auteur . - p.2532-2538.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2532-2538
Mots-clés : Advocacy Empowerment Family–School Partnership Family Services Index. décimale : PER Périodiques Résumé : Latino, Spanish-speaking families of children with autism spectrum disorder (ASD) face unique barriers in special education advocacy. Although advocacy programs are becoming more common in the United States, none of these programs target Latino families. This is a pilot study to examine the feasibility and effectiveness of an advocacy program for Latino families of children with ASD. Using a quasi-experimental design, 40 Latino family members of children with ASD participated in this study. Results demonstrated consistent attendance, low attrition, and high participant satisfaction. Intervention (versus control) group participants demonstrated significantly increased empowerment and special education knowledge, and stronger family–school partnerships. Findings provide preliminary support for advocacy programs for Latino families of children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2765-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Julie LOUNDS TAYLOR, Auteur ; Florencia PEZZIMENTI, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chung Eun LEE, Auteur ; Carol RABIDEAU, Auteur Article en page(s) : p.2388-2399 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Families Intervention Services Transition to adulthood Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. The present study describes the development, feasibility and acceptability of a new intervention designed to teach parents of transition-aged youth with ASD about the adult service system and the most effective ways to access services and supports. As part of a randomized-controlled trial, the intervention-named ASSIST-was delivered to 91 participants in three states in the U.S. Results suggested that ASSIST is feasible and acceptable to participants. Though intended to be an in-person group-based program, due to COVID-19 restrictions ASSIST was primarily delivered online. Results and discussion explore the trade-offs and implications of these different treatment delivery modalities in relation to ASSIST. En ligne : http://dx.doi.org/10.1007/s10803-021-05128-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2388-2399[article] Development, Feasibility, and Acceptability of a Nationally Relevant Parent Training to Improve Service Access During the Transition to Adulthood for Youth with ASD [Texte imprimé et/ou numérique] / Julie LOUNDS TAYLOR, Auteur ; Florencia PEZZIMENTI, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chung Eun LEE, Auteur ; Carol RABIDEAU, Auteur . - p.2388-2399.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2388-2399
Mots-clés : Autism spectrum disorder Families Intervention Services Transition to adulthood Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. The present study describes the development, feasibility and acceptability of a new intervention designed to teach parents of transition-aged youth with ASD about the adult service system and the most effective ways to access services and supports. As part of a randomized-controlled trial, the intervention-named ASSIST-was delivered to 91 participants in three states in the U.S. Results suggested that ASSIST is feasible and acceptable to participants. Though intended to be an in-person group-based program, due to COVID-19 restrictions ASSIST was primarily delivered online. Results and discussion explore the trade-offs and implications of these different treatment delivery modalities in relation to ASSIST. En ligne : http://dx.doi.org/10.1007/s10803-021-05128-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder / Meghan M. BURKE in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. BURKE, Auteur ; Samantha E. GOLDMAN, Auteur Article en page(s) : p.1345-1353 Langues : Anglais (eng) Mots-clés : School Litigation Advocacy Family-school partnership Internalizing behaviors Inclusion Index. décimale : PER Périodiques Résumé : Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2294-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1345-1353[article] Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Meghan M. BURKE, Auteur ; Samantha E. GOLDMAN, Auteur . - p.1345-1353.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1345-1353
Mots-clés : School Litigation Advocacy Family-school partnership Internalizing behaviors Inclusion Index. décimale : PER Périodiques Résumé : Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2294-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Improving parents' ability to advocate for services for youth with autism: A randomized clinical trial / Julie Lounds TAYLOR in Autism Research, 16-10 (October 2023)
[article]
Titre : Improving parents' ability to advocate for services for youth with autism: A randomized clinical trial Type de document : Texte imprimé et/ou numérique Auteurs : Julie Lounds TAYLOR, Auteur ; Leann Smith DAWALT, Auteur ; Meghan M. BURKE, Auteur ; James C. SLAUGHTER, Auteur ; Meng XU, Auteur Article en page(s) : p.1976-1988 Index. décimale : PER Périodiques Résumé : Abstract Youth with autism face challenges accessing services as they transition to adulthood. Improving parents' ability to advocate for services on behalf of their youth may be an effective way to improve service access and ultimately transition outcomes in this group. In this study, we tested whether participating in an advocacy intervention improved parents' ability to advocate for services for their transition-aged youth with autism. One hundred and eighty-five parents of youth with autism ages 16-26, recruited across three states in the U.S., were randomized to one of two experimental conditions. The treatment condition received the ASSIST program, a 12-week (24-h) group-based intervention. The control condition received the same written materials as the treatment condition. Primary outcomes for this report-parent advocacy ability-were collected at baseline (prior to randomization) and post-test (immediately after the treatment group finished the 12-week program) by survey. After taking ASSIST, the treatment condition had greater gains than controls in knowledge of adult services (B?=??1.62, CI?=??2.33 to ?0.90) and perceived advocacy skills (B?=??0.19, CI?=??0.33 to ?0.04). Participants who had less knowledge, lower perceived advocacy skills, and less active coping styles at baseline had the greatest treatment gains. Findings suggest that ASSIST is effective in improving parent advocacy ability and may be most beneficial for parents who experience greater challenges advocating for their son/daughter with autism. Future research will examine whether gains in parent advocacy ability leads to improvements in service access and post-school outcomes for transition-age youth with autism. En ligne : https://doi.org/10.1002/aur.3001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Autism Research > 16-10 (October 2023) . - p.1976-1988[article] Improving parents' ability to advocate for services for youth with autism: A randomized clinical trial [Texte imprimé et/ou numérique] / Julie Lounds TAYLOR, Auteur ; Leann Smith DAWALT, Auteur ; Meghan M. BURKE, Auteur ; James C. SLAUGHTER, Auteur ; Meng XU, Auteur . - p.1976-1988.
in Autism Research > 16-10 (October 2023) . - p.1976-1988
Index. décimale : PER Périodiques Résumé : Abstract Youth with autism face challenges accessing services as they transition to adulthood. Improving parents' ability to advocate for services on behalf of their youth may be an effective way to improve service access and ultimately transition outcomes in this group. In this study, we tested whether participating in an advocacy intervention improved parents' ability to advocate for services for their transition-aged youth with autism. One hundred and eighty-five parents of youth with autism ages 16-26, recruited across three states in the U.S., were randomized to one of two experimental conditions. The treatment condition received the ASSIST program, a 12-week (24-h) group-based intervention. The control condition received the same written materials as the treatment condition. Primary outcomes for this report-parent advocacy ability-were collected at baseline (prior to randomization) and post-test (immediately after the treatment group finished the 12-week program) by survey. After taking ASSIST, the treatment condition had greater gains than controls in knowledge of adult services (B?=??1.62, CI?=??2.33 to ?0.90) and perceived advocacy skills (B?=??0.19, CI?=??0.33 to ?0.04). Participants who had less knowledge, lower perceived advocacy skills, and less active coping styles at baseline had the greatest treatment gains. Findings suggest that ASSIST is effective in improving parent advocacy ability and may be most beneficial for parents who experience greater challenges advocating for their son/daughter with autism. Future research will examine whether gains in parent advocacy ability leads to improvements in service access and post-school outcomes for transition-age youth with autism. En ligne : https://doi.org/10.1002/aur.3001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) / Kristina RIOS in Research in Autism Spectrum Disorders, 73 (May 2019)
[article]
Titre : Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Kristina RIOS, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Meghan M. BURKE, Auteur Article en page(s) : 101534 Langues : Anglais (eng) Mots-clés : ASD Latina mothers IEP Maternal stress Index. décimale : PER Périodiques Résumé : Parent involvement is an essential component of the special education process for children with autism spectrum disorder (ASD). However, many parents face barriers to participation in the special education process. Latino parents especially face systemic barriers. Additionally, Latino (versus White) parents of children with ASD experience worse well-being. If special education experiences contribute to poor well-being among Latino parents of children with ASD, there could be widespread public health and education implications. Yet, little research has explored the intersection between special education experiences and well-being among Latina mothers of children with ASD. The purpose of this study was to explore maternal perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional partnerships. Individual interviews were conducted with 16 Latina mothers of children with ASD. Participants reported stress before, during, and after IEP meetings. There was a pattern between high stress and limited special education knowledge; however, there was no pattern with respect to the quality of the family-professional partnership and stress. Implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101534[article] Special education experiences and stress among Latina mothers of children with autism spectrum disorder (ASD) [Texte imprimé et/ou numérique] / Kristina RIOS, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Meghan M. BURKE, Auteur . - 101534.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 73 (May 2019) . - 101534
Mots-clés : ASD Latina mothers IEP Maternal stress Index. décimale : PER Périodiques Résumé : Parent involvement is an essential component of the special education process for children with autism spectrum disorder (ASD). However, many parents face barriers to participation in the special education process. Latino parents especially face systemic barriers. Additionally, Latino (versus White) parents of children with ASD experience worse well-being. If special education experiences contribute to poor well-being among Latino parents of children with ASD, there could be widespread public health and education implications. Yet, little research has explored the intersection between special education experiences and well-being among Latina mothers of children with ASD. The purpose of this study was to explore maternal perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional partnerships. Individual interviews were conducted with 16 Latina mothers of children with ASD. Participants reported stress before, during, and after IEP meetings. There was a pattern between high stress and limited special education knowledge; however, there was no pattern with respect to the quality of the family-professional partnership and stress. Implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101534 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum / Chung Eun LEE in Autism, 26-4 (May 2022)
PermalinkTraining Parents of Youth with Autism Spectrum Disorder to Advocate for Adult Disability Services: Results from a Pilot Randomized Controlled Trial / Julie LOUNDS TAYLOR in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
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