[article]
| Titre : |
Exploring differences and disparities in school-based services received by students with autism: A systematic review |
| Type de document : |
texte imprimé |
| Auteurs : |
Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur |
| Article en page(s) : |
101791 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Educational services Service disparities |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101791 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791
[article] Exploring differences and disparities in school-based services received by students with autism: A systematic review [texte imprimé] / Jessica SUHRHEINRICH, Auteur ; Brittney V. ROOT, Auteur ; Melina MELGAREJO, Auteur ; Kelsey S. DICKSON, Auteur ; Sarah VEJNOSKA, Auteur ; Sarah R. REITH, Auteur . - 101791. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 85 (July 2021) . - 101791
| Mots-clés : |
Educational services Service disparities |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background While disparities in general Autism Spectrum Disorder (ASD) diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the services that students with ASD receive specifically in (or funded by) schools are less studied and understood. Method This systematic review sought to characterize the range of services received by students with ASD in school settings; identify individual, family, and program factors associated with receipt of specific services; and identify relationships between services and individual, family or program factors to reveal potential systematic differences and disparities. Article identification involved Keyword searches in ERIC and PsycINFO, abstract. and full text review. Data extraction included basic publication details, school-based services, factors measured across the services examined, type of analysis, service-related results, and study demographics. Results In total, 487 articles were screened and reviewed, resulting in 36 eligible articles. Only one study (3 %) used mixed methodology, while all others used quantitative methodology (97 %, n = 35). Youth clinical characteristics by service type was the most frequently examined factor by service characteristic (58 %, n = 21), followed by youth demographics with service type (36 %, n = 13), family demographics by service type (33 %, n = 12), and youth clinical characteristics by service attributes (33 %, n = 12). The majority of reviewed studies explored differences by student race/ethnicity. Conclusions This systematic review identifies determinants of disparities for school-based services for ASD. Findings from this review serve as a first step in developing targeted implementation efforts to reduce disparities in school-based ASD services. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101791 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
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Faire une suggestion Affiner la rechercheClassroom Pivotal Response Teaching for Children with Autism
Correction: The Role of Implementation Climate in Moderating Educator Use of Evidence-Based Practices and Outcomes for Autistic Students in Journal of Autism and Developmental Disorders, 54-10 (October 2024)
