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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2532-2538 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 [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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2388-2399 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 [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

Emerging adulthood in autism: Striving for independence or interdependence? / Carly MOSER in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1325-1327 Titre : Emerging adulthood in autism: Striving for independence or interdependence? Type de document : Texte imprimé et/ou numérique Auteurs : Carly MOSER, Auteur ; Leann SMITH DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur Article en page(s) : p.1325-1327 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241245647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Emerging adulthood in autism: Striving for independence or interdependence? [Texte imprimé et/ou numérique] / Carly MOSER, Auteur ; Leann SMITH DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur . - p.1325-1327. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1325-1327 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1177/13623613241245647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism / W. Catherine CHEUNG ; Meghan M. BURKE ; Julie Lounds TAYLOR ; Leann S. DAWALT in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2080-2089 Titre : Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism Type de document : Texte imprimé et/ou numérique Auteurs : W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.2080-2089 Langues : Anglais (eng) Mots-clés : advocacy  autism  empowerment  knowledge  parents  transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Examining the associations among knowledge, empowerment, and advocacy among parents of transition-aged youth with autism [Texte imprimé et/ou numérique] / W. Catherine CHEUNG, Auteur ; Meghan M. BURKE, Auteur ; Julie Lounds TAYLOR, Auteur ; Leann S. DAWALT, Auteur . - p.2080-2089. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.2080-2089 Mots-clés : advocacy  autism  empowerment  knowledge  parents  transition Index. décimale : PER Périodiques Résumé : Parents of individuals with autism face many challenges in accessing appropriate services and supports for their offspring. Parents also play vital roles in advocating for their offspring?s rights and needs. Furthermore, despite advocacy programs becoming increasingly common, it remains unclear how to best foster advocacy among parents of individuals with autism. To this end, we examined the associations among knowledge, empowerment, and three types of advocacy activities (i.e. individual, peer, and systemic) among 185 parents of transition-aged youth with autism using structural equation modeling. Results show that empowerment has a greater impact on advocacy than knowledge. Significant direct and indirect effects of individual advocacy activities on peer advocacy activities, and peer advocacy activities on systemic advocacy activities were also confirmed. Implications for research and practice are discussed. Lay abstract Parents of individuals with autism face many challenges in finding appropriate services and support for their children, and they also play an important role in advocating for their children?s rights and needs. Despite the increasing availability of advocacy programs, it is still uncertain how to best encourage parents to advocate for their children. This study explored the connection between parents'knowledge and sense of empowerment, and how these factors relate to three types of advocacy activities (i.e. individual, peer, and systemic). The findings reveal that feeling empowered has a greater impact on advocacy than simply having knowledge. In addition, the study found that individual advocacy correlates to more peer advocacy, which also correlates to more systemic advocacy. These results can help researchers and professionals to better develop programs to increase parent advocacy and, in turn, help improve the lives of individuals with autism. En ligne : https://dx.doi.org/10.1177/13623613231221126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1345-1353 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 [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)  

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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)  

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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)  

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Training 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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