It’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Titre : It’s who you know: Caregiver social networks predict service use among under-resourced children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : 101843 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] It’s who you know: Caregiver social networks predict service use among under-resourced children with autism [Texte imprimé et/ou numérique] / Amanda GULSRUD, Auteur ; Hyon Soo LEE, Auteur ; Elizabeth McGhee HASSRICK, Auteur ; Suzannah IADAROLA, Auteur ; Melanie PELLECCHIA, Auteur ; Wendy SHIH, Auteur ; Sarah VEJNOSKA, Auteur ; Elizabeth H. MORGAN, Auteur ; Samantha HOCHHEIMER, Auteur ; Samantha CRABBE, Auteur ; Jennica LI, Auteur ; Lindsay HAUPTMAN, Auteur ; Fernanda CASTELLON, Auteur ; Heather NUSKE, Auteur ; Consuelo GARCIA, Auteur ; Rachel KING, Auteur ; Paul LUELMO, Auteur ; Kathleen CARLEY, Auteur ; Tristram SMITH, Auteur ; David MANDELL, Auteur ; Connie KASARI, Auteur ; Aubyn C. STAHMER, Auteur . - 101843. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 88 (October 2021) . - 101843 Mots-clés : Autism spectrum disorder  Disparities  Services  Culture  Social networks Index. décimale : PER Périodiques Résumé : Background Numerous studies have shown that racial/ethnic minority and under-resourced families face barriers that delay timely access to autism services. These barriers include lack of resources and information about autism, financial hardship, mistrust in the service system, cultural and language mismatch, and other factors that have yet to be identified. Method The current study aimed to examine additional caregiver and system-level factors that could be associated with early service access using a diverse sample from four study sites (Los Angeles, CA; Philadelphia, PA; Sacramento, CA; and Rochester, NY). Partnering with community agencies that serve traditionally underrepresented groups, the research team recruited 118 caregivers of young children with autism who were low-income, English, Spanish or Korean speaking and had not accessed autism-specific services. Results Regression analyses revealed that the total number of services accessed were associated with caregiver social network size (p = 0.011) but not by race, autism knowledge and caregiver agency. Among families receiving at least one non-autism specific service, a marginally significant interaction effect of site and primary language on total services received was observed (p = 0.06). Conclusion Findings suggest that caregivers’ social network connections are crucial in early service access, and future interventions could target increasing social networks to improve families’ service engagement. More attention for non-English speaking families, especially those living in areas with few supports in their native languages, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101843 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Obituary for Tristram Smith / Suzannah IADAROLA in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4293-4294 Titre : Obituary for Tristram Smith Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur Article en page(s) : p.4293-4294 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-018-3754-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Obituary for Tristram Smith [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur . - p.4293-4294. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4293-4294 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-018-3754-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ / Suzannah IADAROLA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181 Titre : Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur Article en page(s) : p.171-181 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Relationship Among Anxiety, Depression, and Family Impact in Adolescents With Autism Spectrum Disorder and Average-Range IQ [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur ; Leona A. OAKES, Auteur ; Wendy SHIH, Auteur ; Michelle DEAN, Auteur ; Tristram SMITH, Auteur ; Felice ORLICH, Auteur . - p.171-181. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.171-181 Index. décimale : PER Périodiques Résumé : Little is known about how internalizing symptoms in autism spectrum disorder (ASD) affect family outcomes, despite the high rates of internalizing disorders in ASD and the dynamic relationships among child, parent, and family variables. We evaluated the predictive value of internalizing symptoms in 69 adolescents with ASD and average-range cognitive abilities on family impact. In addition, we examined the correspondence between parent and child symptom ratings. Results indicated that internalizing symptoms predict family impact above IQ and externalizing symptoms. Depression (but not anxiety) predicted more positive family functioning, and parents rated more internalizing symptoms than adolescents. The results are contrary to our initial predictions, and we offer several explanations for this difference. Differences between parent and child ratings of internalizing symptoms are also explored. En ligne : https://doi.org/10.1177/1088357616672416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators / Suzannah IADAROLA in Autism, 19-6 (August 2015)  

Public ISBD [article]  inAutism > 19-6 (August 2015) . - p.694-703 Titre : Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators Type de document : Texte imprimé et/ou numérique Auteurs : Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur Article en page(s) : p.694-703 Langues : Anglais (eng) Mots-clés : autism  community-based participatory research  qualitative research  school-based intervention  urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262 [article] Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators [Texte imprimé et/ou numérique] / Suzannah IADAROLA, Auteur ; Susan HETHERINGTON, Auteur ; Christopher CLINTON, Auteur ; Michelle DEAN, Auteur ; Erica REISINGER, Auteur ; Linh HUYNH, Auteur ; Jill LOCKE, Auteur ; Kelly CONN, Auteur ; Sara HEINERT, Auteur ; Sheryl KATAOKA, Auteur ; Robin HARWOOD, Auteur ; Tristram SMITH, Auteur ; David S. MANDELL, Auteur ; Connie KASARI, Auteur . - p.694-703. Langues : Anglais (eng) in Autism > 19-6 (August 2015) . - p.694-703 Mots-clés : autism  community-based participatory research  qualitative research  school-based intervention  urban environments Index. décimale : PER Périodiques Résumé : This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants’ views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder–specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families. En ligne : http://dx.doi.org/10.1177/1362361314548078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=262

Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360 Mots-clés : School transitions  Autism spectrum disorder  Teacher perceptions  Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS) / Cynthia M ANDERSON in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

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