Centre d'Information et de documentation du CRA Rhône-Alpes
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Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools / Kathleen BAUER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)
[article]
Titre : Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur Article en page(s) : p.179-188 Langues : Anglais (eng) Mots-clés : assessment autism spectrum disorders multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188[article] Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools [Texte imprimé et/ou numérique] / Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur . - p.179-188.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188
Mots-clés : assessment autism spectrum disorders multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes / Sandra MAGAÑA in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
[article]
Titre : Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes Type de document : Texte imprimé et/ou numérique Auteurs : Sandra MAGAÑA, Auteur ; Marie TEJERO HUGHES, Auteur ; Kristen SALKAS, Auteur ; Wendy GONZALES, Auteur ; Giselle NÚÑEZ, Auteur ; Miguel MORALES, Auteur ; Mariana GARCIA TORRES, Auteur ; Marisol MORENO-ANGARITA, Auteur Article en page(s) : p.165-175 Langues : Anglais (eng) Mots-clés : autism spectrum disorders parent training multicultural issues Index. décimale : PER Périodiques Résumé : Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia. En ligne : http://dx.doi.org/10.1177/1088357620986947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.165-175[article] Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes [Texte imprimé et/ou numérique] / Sandra MAGAÑA, Auteur ; Marie TEJERO HUGHES, Auteur ; Kristen SALKAS, Auteur ; Wendy GONZALES, Auteur ; Giselle NÚÑEZ, Auteur ; Miguel MORALES, Auteur ; Mariana GARCIA TORRES, Auteur ; Marisol MORENO-ANGARITA, Auteur . - p.165-175.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.165-175
Mots-clés : autism spectrum disorders parent training multicultural issues Index. décimale : PER Périodiques Résumé : Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia. En ligne : http://dx.doi.org/10.1177/1088357620986947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)
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Titre : A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur Article en page(s) : p.88-94 Langues : Anglais (eng) Mots-clés : parent multicultural issues intervention evidence-based practices autism Index. décimale : PER Périodiques Résumé : This study was conducted to examine the effectiveness of a parent education program on decreasing parenting stress and increasing parental confidence and quality of life in parents of Chinese American children with autism spectrum disorders (ASDs). A pre-, posttest group design was used in this study. A total of nine families of Chinese American children with ASDs participated in a 10-week parent education program (including 10-weekly 120-min group sessions). The findings of this study revealed that after receiving the program, parents of Chinese American children with ASDs showed significant reduction in parenting stress, improvement in parental confidence, and improvement in quality of life in physical health and environment domains. En ligne : http://dx.doi.org/10.1177/1088357613504990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.88-94[article] A Parent Education Program for Parents of Chinese American Children With Autism Spectrum Disorders (ASDs): A Pilot Study [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur . - p.88-94.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.88-94
Mots-clés : parent multicultural issues intervention evidence-based practices autism Index. décimale : PER Périodiques Résumé : This study was conducted to examine the effectiveness of a parent education program on decreasing parenting stress and increasing parental confidence and quality of life in parents of Chinese American children with autism spectrum disorders (ASDs). A pre-, posttest group design was used in this study. A total of nine families of Chinese American children with ASDs participated in a 10-week parent education program (including 10-weekly 120-min group sessions). The findings of this study revealed that after receiving the program, parents of Chinese American children with ASDs showed significant reduction in parenting stress, improvement in parental confidence, and improvement in quality of life in physical health and environment domains. En ligne : http://dx.doi.org/10.1177/1088357613504990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers / Elizabeth M. STARR in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)
[article]
Titre : Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C. H. KUO, Auteur Article en page(s) : p.115-128 Langues : Anglais (eng) Mots-clés : autism spectrum disorders parent transition special education multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128[article] Transition to Kindergarten for Children With Autism Spectrum Disorder: A Focus Group Study With Ethnically Diverse Parents, Teachers, and Early Intervention Service Providers [Texte imprimé et/ou numérique] / Elizabeth M. STARR, Auteur ; Tanya S. MARTINI, Auteur ; Ben C. H. KUO, Auteur . - p.115-128.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.115-128
Mots-clés : autism spectrum disorders parent transition special education multicultural issues Index. décimale : PER Périodiques Résumé : Despite the stated importance of a successful kindergarten transition (TTK) for future school success, no research has addressed this transition for culturally/ethnically diverse families having children with autism spectrum disorders (ASD). To address this gap, six focus groups (three with ethnically diverse parents, one with kindergarten teachers, and one each with early childhood resource teachers and early intervention providers) were conducted to elicit the experiences of these stakeholders regarding TTK for children with ASD generally, and the TTK experience for ethnically diverse families specifically. Four major themes relating to TTK emerged from the focus groups: Relationship Building, Communication, Knowledge, and Support. While these themes were relevant for all groups, parents who were relatively recent immigrants and for whom English was not a first language identified unique difficulties. Results are discussed within the context of Bronfenbrenner’s Ecological Systems Theory. Recommendations to improve the experience for ethnically diverse families are explored. En ligne : http://dx.doi.org/10.1177/1088357614532497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288