The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities / Meghan M. BURKE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279 Titre : The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities Type de document : texte imprimé Auteurs : Meghan M. BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur Article en page(s) : p.3271-3279 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Disabled Children/education  Education, Special/methods  Humans  Parents  Civic engagement  Legislative advocacy training  Parents of children with disabilities  Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] The Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities [texte imprimé] / Meghan M. BURKE, Auteur ; Zachary ROSSETTI, Auteur ; Chak LI, Auteur . - p.3271-3279. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3271-3279 Mots-clés : Autism Spectrum Disorder  Child  Disabled Children/education  Education, Special/methods  Humans  Parents  Civic engagement  Legislative advocacy training  Parents of children with disabilities  Special education knowledge Index. décimale : PER Périodiques Résumé : With the looming reauthorization of the Individuals with Disabilities Education Act (IDEA), it is important for parent input to inform legislative changes. Unfortunately, parent input has been limited in past IDEA reauthorizations. Thus, it is critical to develop and test interventions to improve parent legislative advocacy. With 37 parents of children with disabilities, we conducted a randomized controlled trial to determine the efficacy and impact of an advocacy program. Results indicate significant increases in special education knowledge and special education legislative advocacy activities for the intervention (versus waitlist-control) group. However, there were no significant changes in civic engagement. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05258-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Youth and Caregivers' Perspective on Teens Engaged as Mentors (TEAM): An Inclusive Peer Mentoring Program for Autistic Adolescents / Belinda O'HAGAN ; Pooja SONIKAR ; River GRACE ; Dasha CASTILLO ; Emily CHEN ; Malhaar AGRAWAL ; Simone DUFRESNE ; Zachary ROSSETTI ; Lauren BARTOLOTTI ; Shari KRAUSS in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2219-2231 Titre : Youth and Caregivers' Perspective on Teens Engaged as Mentors (TEAM): An Inclusive Peer Mentoring Program for Autistic Adolescents : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Belinda O'HAGAN, Auteur ; Pooja SONIKAR, Auteur ; River GRACE, Auteur ; Dasha CASTILLO, Auteur ; Emily CHEN, Auteur ; Malhaar AGRAWAL, Auteur ; Simone DUFRESNE, Auteur ; Zachary ROSSETTI, Auteur ; Lauren BARTOLOTTI, Auteur ; Shari KRAUSS, Auteur Article en page(s) : p.2219-2231 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Past studies indicate that many autistic youth benefit from support with developing social relationships, exploring leadership opportunities, and engaging in post-secondary education. Teens Engaged as Mentors (TEAM) is an innovative mentoring program that provides socialization and community engagement opportunities in a safe environment for youth with and without autism. This qualitative study explored how participants and their caregivers perceived participation in TEAM. Stakeholder focus groups were conducted annually from 2016 to 2020 with 16 autistic mentees (ages 9-13), 30 autistic and neurotypical mentors (ages 14-21), and 30 caregivers. Participants reported enjoying TEAM because of increased socialization opportunities, which promoted friendships and openness toward others. Caregivers reported growth in their children s social skills and confidence throughout their participation. En ligne : https://doi.org/10.1007/s10803-022-05543-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Youth and Caregivers' Perspective on Teens Engaged as Mentors (TEAM): An Inclusive Peer Mentoring Program for Autistic Adolescents : Journal of Autism and Developmental Disorders [texte imprimé] / Belinda O'HAGAN, Auteur ; Pooja SONIKAR, Auteur ; River GRACE, Auteur ; Dasha CASTILLO, Auteur ; Emily CHEN, Auteur ; Malhaar AGRAWAL, Auteur ; Simone DUFRESNE, Auteur ; Zachary ROSSETTI, Auteur ; Lauren BARTOLOTTI, Auteur ; Shari KRAUSS, Auteur . - p.2219-2231. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2219-2231 Index. décimale : PER Périodiques Résumé : Past studies indicate that many autistic youth benefit from support with developing social relationships, exploring leadership opportunities, and engaging in post-secondary education. Teens Engaged as Mentors (TEAM) is an innovative mentoring program that provides socialization and community engagement opportunities in a safe environment for youth with and without autism. This qualitative study explored how participants and their caregivers perceived participation in TEAM. Stakeholder focus groups were conducted annually from 2016 to 2020 with 16 autistic mentees (ages 9-13), 30 autistic and neurotypical mentors (ages 14-21), and 30 caregivers. Participants reported enjoying TEAM because of increased socialization opportunities, which promoted friendships and openness toward others. Caregivers reported growth in their children s social skills and confidence throughout their participation. En ligne : https://doi.org/10.1007/s10803-022-05543-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

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