Examining the effectiveness, feasibility, and acceptability of an advocacy program for Latinx families of transition-aged autistic youth / Janeth ALEMAN-TOVAR in Autism, 29-4 (April 2025)  

Public ISBD [article]  inAutism > 29-4 (April 2025) . - p.1005-1018 Titre : Examining the effectiveness, feasibility, and acceptability of an advocacy program for Latinx families of transition-aged autistic youth Type de document : Texte imprimé et/ou numérique Auteurs : Janeth ALEMAN-TOVAR, Auteur ; Meghan M BURKE, Auteur ; Edwin MONÁRREZ, Auteur ; Nicole Espinosa ZALDIVAR, Auteur Article en page(s) : p.1005-1018 Langues : Anglais (eng) Mots-clés : adult disability services  autism  Latinx  parent advocacy  special education Index. décimale : PER Périodiques Résumé : Families of autistic youth often support their children?s transition from adolescence to adulthood. During this time, families learn to navigate the complex shift from school-based to adult disability services. For Latinx (vs non-Latinx White) families of autistic youth, transition is especially difficult because of the systemic barriers (e.g. language) Latinx families face when accessing services. Unfortunately, few interventions aim to improve the transition among Latinx families of autistic transition-aged youth. This study examines the effectiveness, feasibility, and acceptability of the ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services) program, a six-session program for Latinx families of autistic youth, with respect to increasing: school-based transition planning and adult disability services knowledge, empowerment, and advocacy. Twenty-nine participants were included in this single-group, intervention study. After completing the program, participants demonstrated significantly improved: knowledge of school-based transition planning and adult disability services, advocacy, and empowerment. In addition, participants were highly satisfied with the program, based on the formative and summative evaluations and individual interviews. Implications for research and practice are discussed.Lay abstract To support Latinx families of autistic youth navigate school-based transition services and adult disability services, we provided a family advocacy program entitled, ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). The ASISTIR program consisted of six, two-hour sessions and included the following topics: school-based transition planning, person-centered planning, Supplemental Security Income, Vocational Rehabilitation, and Home and Community-Based Medicaid Waiver. Twenty-nine Latinx family members completed the cohort-based ASISTIR program. After participating family members demonstrated increased knowledge of school-based transition planning and adult disability services. Participants also demonstrated increased empowerment and advocacy. En ligne : https://dx.doi.org/10.1177/13623613241292159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Examining the effectiveness, feasibility, and acceptability of an advocacy program for Latinx families of transition-aged autistic youth [Texte imprimé et/ou numérique] / Janeth ALEMAN-TOVAR, Auteur ; Meghan M BURKE, Auteur ; Edwin MONÁRREZ, Auteur ; Nicole Espinosa ZALDIVAR, Auteur . - p.1005-1018. Langues : Anglais (eng) in Autism > 29-4 (April 2025) . - p.1005-1018 Mots-clés : adult disability services  autism  Latinx  parent advocacy  special education Index. décimale : PER Périodiques Résumé : Families of autistic youth often support their children?s transition from adolescence to adulthood. During this time, families learn to navigate the complex shift from school-based to adult disability services. For Latinx (vs non-Latinx White) families of autistic youth, transition is especially difficult because of the systemic barriers (e.g. language) Latinx families face when accessing services. Unfortunately, few interventions aim to improve the transition among Latinx families of autistic transition-aged youth. This study examines the effectiveness, feasibility, and acceptability of the ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services) program, a six-session program for Latinx families of autistic youth, with respect to increasing: school-based transition planning and adult disability services knowledge, empowerment, and advocacy. Twenty-nine participants were included in this single-group, intervention study. After completing the program, participants demonstrated significantly improved: knowledge of school-based transition planning and adult disability services, advocacy, and empowerment. In addition, participants were highly satisfied with the program, based on the formative and summative evaluations and individual interviews. Implications for research and practice are discussed.Lay abstract To support Latinx families of autistic youth navigate school-based transition services and adult disability services, we provided a family advocacy program entitled, ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). The ASISTIR program consisted of six, two-hour sessions and included the following topics: school-based transition planning, person-centered planning, Supplemental Security Income, Vocational Rehabilitation, and Home and Community-Based Medicaid Waiver. Twenty-nine Latinx family members completed the cohort-based ASISTIR program. After participating family members demonstrated increased knowledge of school-based transition planning and adult disability services. Participants also demonstrated increased empowerment and advocacy. En ligne : https://dx.doi.org/10.1177/13623613241292159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum / C. E. LEE in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.178-187 Titre : Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : C. E. LEE, Auteur ; K. A. SHOGREN, Auteur ; J. SEGAL, Auteur ; F. PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.178-187 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  goal attainment scaling  interventions—psychosocial/behavioral  outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum [Texte imprimé et/ou numérique] / C. E. LEE, Auteur ; K. A. SHOGREN, Auteur ; J. SEGAL, Auteur ; F. PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.178-187. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.178-187 Mots-clés : adults  autism spectrum disorders  goal attainment scaling  interventions—psychosocial/behavioral  outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 73 (May 2019) . - 101534 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 [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

A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities / K. RIOS in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3662-3676 Titre : A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : K. RIOS, Auteur ; M. M. BURKE, Auteur ; Janeth ALEMAN-TOVAR, Auteur Article en page(s) : p.3662-3676 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Developmental Disabilities/therapy  Education, Special  Humans  Pilot Projects  Advocacy programs  Children with IDD  Empowerment  Latino families  Stress Index. décimale : PER Périodiques Résumé : Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of the Familias Incluidas en Recibiendo Mejor Educación Especial (FIRME), an advocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment. En ligne : http://dx.doi.org/10.1007/s10803-020-04827-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities [Texte imprimé et/ou numérique] / K. RIOS, Auteur ; M. M. BURKE, Auteur ; Janeth ALEMAN-TOVAR, Auteur . - p.3662-3676. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3662-3676 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Developmental Disabilities/therapy  Education, Special  Humans  Pilot Projects  Advocacy programs  Children with IDD  Empowerment  Latino families  Stress Index. décimale : PER Périodiques Résumé : Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of the Familias Incluidas en Recibiendo Mejor Educación Especial (FIRME), an advocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment. En ligne : http://dx.doi.org/10.1007/s10803-020-04827-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

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