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Détail de l'auteur
Auteur Kristina RIOS |
Documents disponibles écrits par cet auteur (2)
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Exploring correlates among Latino/a parents of young children with intellectual and developmental disabilities / Kristina RIOS in Autism Research, 16-8 (August 2023)
[article]
Titre : Exploring correlates among Latino/a parents of young children with intellectual and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kristina RIOS, Auteur ; Meghan BURKE, Auteur Article en page(s) : p.1527-1532 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Parents of children with intellectual and developmental disabilities (IDD), including autism, experience stress in part due to child and parent characteristics. Although there is significant research about the correlates of parent stress, less is known about stress among Latino/a parents of children with IDD. The purpose of this study was to explore the correlates of empowerment, type of disability, stress, and special education knowledge among 61 Latino/a parents of children with IDD. Findings revealed a positive, significant correlation between empowerment and special education knowledge. Parents of children with autism reported significantly greater special education knowledge and stress. Implications for the future research including the need for longitudinal research are discussed. En ligne : https://doi.org/10.1002/aur.2998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism Research > 16-8 (August 2023) . - p.1527-1532[article] Exploring correlates among Latino/a parents of young children with intellectual and developmental disabilities [Texte imprimé et/ou numérique] / Kristina RIOS, Auteur ; Meghan BURKE, Auteur . - p.1527-1532.
Langues : Anglais (eng)
in Autism Research > 16-8 (August 2023) . - p.1527-1532
Index. décimale : PER Périodiques Résumé : Abstract Parents of children with intellectual and developmental disabilities (IDD), including autism, experience stress in part due to child and parent characteristics. Although there is significant research about the correlates of parent stress, less is known about stress among Latino/a parents of children with IDD. The purpose of this study was to explore the correlates of empowerment, type of disability, stress, and special education knowledge among 61 Latino/a parents of children with IDD. Findings revealed a positive, significant correlation between empowerment and special education knowledge. Parents of children with autism reported significantly greater special education knowledge and stress. Implications for the future research including the need for longitudinal research are discussed. En ligne : https://doi.org/10.1002/aur.2998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 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