A cross-cultural comparison of a measure of parent perceptions among families of children with autism in Vietnam / Dieu M. TRUONG in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.997-1010 Titre : A cross-cultural comparison of a measure of parent perceptions among families of children with autism in Vietnam Type de document : texte imprimé Auteurs : Dieu M. TRUONG, Auteur ; Sarah S. MIRE, Auteur ; Susan X. DAY, Auteur ; Lan NI, Auteur ; Milena A. KELLER-MARGULIS, Auteur Article en page(s) : p.997-1010 Langues : Anglais (eng) Mots-clés : autism,cross-cultural comparison,parent perceptions,Vietnam Index. décimale : PER Périodiques Résumé : Most current autism research focuses on Western countries, where service availability and cultural experiences differ from those of individuals living in Asian countries, where collectivistic cultural values prevail and understanding of autism is emerging. By gathering data from Vietnamese parents of autistic children (N=339), the current measurement study examined measure variance and invariance between the English version of the Illness Perception Questionnaire- Revised for Autism Spectrum Disorder (IPQ-R-ASD) and a Vietnamese translation of it, at the item, scalar, and factor levels. Results indicated measurement variance for only three of 37 items and highlighted different perceptions of autism between Vietnamese and North American parents, based on responses to the IPQ-R-ASD. Responses indicated that Vietnamese parents may have a different interpretation of the questions. Seven factors emerged on both the Vietnamese and English instruments, but items loaded differently, and a distinct factor emerged on the Vietnamese version. In sum, the current findings suggest that the IPQ-R-ASD can be useful for better understanding Vietnamese parents' perceptions of their children s autism, but the interpretation is somewhat different than on the English version, highlighting the importance of cross-cultural considerations in the study of autism in Western versus Eastern cultures.Lay abstractRaising an autistic child can affect many aspects of families' lives. Parents are responsible for many decisions, from initiating evaluation to selecting and implementing treatments. How parents conceptualize the course and nature of their child?s diagnosis influences these processes and parents' own well-being. Parents' perceptions about their children s autism are also affected by cultural contexts and understanding of autism. The Illness Perception Questionnaire-Revised (IPQ-R) is widely used to study cognitions in chronic health research and has been adapted and validated to measure parents' perceptions and beliefs about their children s ASD (IPQ-R-ASD). However, such studies are mostly conducted in high-income countries (HICs) with western, individualistic cultural values (e.g. United States, Canada). Therefore, it is unclear whether the IPQ-R-ASD is a useful instrument in understanding parents' perceptions of autism in Vietnam, a lower- and middle-income country (LMIC) with collectivistic Asian cultural values. These differences suggest that parents in Vietnam may have cognitive representations of their children s autism that differ from those of parents living in HIC, western countries. The purpose of this study was to examine the usability of the translated Vietnamese IPQ-R-ASD that may, ultimately, help explore Vietnamese parents' autism perceptions. While the study?s result indicated the usability of the translated measure in Vietnam, when interpreted with Vietnamese norms, results also highlighted notable differences between Vietnamese and North American parents' perceptions of autism that warrant further research. En ligne : https://doi.org/10.1177/13623613221141262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] A cross-cultural comparison of a measure of parent perceptions among families of children with autism in Vietnam [texte imprimé] / Dieu M. TRUONG, Auteur ; Sarah S. MIRE, Auteur ; Susan X. DAY, Auteur ; Lan NI, Auteur ; Milena A. KELLER-MARGULIS, Auteur . - p.997-1010. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.997-1010 Mots-clés : autism,cross-cultural comparison,parent perceptions,Vietnam Index. décimale : PER Périodiques Résumé : Most current autism research focuses on Western countries, where service availability and cultural experiences differ from those of individuals living in Asian countries, where collectivistic cultural values prevail and understanding of autism is emerging. By gathering data from Vietnamese parents of autistic children (N=339), the current measurement study examined measure variance and invariance between the English version of the Illness Perception Questionnaire- Revised for Autism Spectrum Disorder (IPQ-R-ASD) and a Vietnamese translation of it, at the item, scalar, and factor levels. Results indicated measurement variance for only three of 37 items and highlighted different perceptions of autism between Vietnamese and North American parents, based on responses to the IPQ-R-ASD. Responses indicated that Vietnamese parents may have a different interpretation of the questions. Seven factors emerged on both the Vietnamese and English instruments, but items loaded differently, and a distinct factor emerged on the Vietnamese version. In sum, the current findings suggest that the IPQ-R-ASD can be useful for better understanding Vietnamese parents' perceptions of their children s autism, but the interpretation is somewhat different than on the English version, highlighting the importance of cross-cultural considerations in the study of autism in Western versus Eastern cultures.Lay abstractRaising an autistic child can affect many aspects of families' lives. Parents are responsible for many decisions, from initiating evaluation to selecting and implementing treatments. How parents conceptualize the course and nature of their child?s diagnosis influences these processes and parents' own well-being. Parents' perceptions about their children s autism are also affected by cultural contexts and understanding of autism. The Illness Perception Questionnaire-Revised (IPQ-R) is widely used to study cognitions in chronic health research and has been adapted and validated to measure parents' perceptions and beliefs about their children s ASD (IPQ-R-ASD). However, such studies are mostly conducted in high-income countries (HICs) with western, individualistic cultural values (e.g. United States, Canada). Therefore, it is unclear whether the IPQ-R-ASD is a useful instrument in understanding parents' perceptions of autism in Vietnam, a lower- and middle-income country (LMIC) with collectivistic Asian cultural values. These differences suggest that parents in Vietnam may have cognitive representations of their children s autism that differ from those of parents living in HIC, western countries. The purpose of this study was to examine the usability of the translated Vietnamese IPQ-R-ASD that may, ultimately, help explore Vietnamese parents' autism perceptions. While the study?s result indicated the usability of the translated measure in Vietnam, when interpreted with Vietnamese norms, results also highlighted notable differences between Vietnamese and North American parents' perceptions of autism that warrant further research. En ligne : https://doi.org/10.1177/13623613221141262 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers / Emily JELLINEK-RUSSO in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2364-2379 Titre : The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers Type de document : texte imprimé Auteurs : Emily JELLINEK-RUSSO, Auteur ; Milena KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Ivana LOZANO, Auteur ; Brenda DURAN, Auteur ; Rachel H. FEIN, Auteur ; Jorge GONZALEZ, Auteur ; Susan X. DAY, Auteur Article en page(s) : p.2364-2379 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Past research highlights the different facilitators and barriers that caregivers of children on the autism spectrum experience during the transition to kindergarten and when navigating special education services. Caregivers who identify as Hispanic and/or Latine may face distinct challenges during this process, such as language differences, differences in understanding autism and special education, and barriers to advocating for their child. Hispanic and Latine caregivers also have strengths, resources, and strategies (i.e. cultural capital) that they use during this time. However, there is little research aimed at understanding the unique experiences of Hispanic and Latine caregivers of autistic children during their entry to kindergarten. Methods: To address this shortcoming, the current study used qualitative methods and thematic analysis to explore the transition to kindergarten experiences of four caregivers of autistic children. Results: This study identified strengths, supportive practices, and challenges that participants experienced fell under four major themes: importance of proactive and ongoing partnerships between caregivers and schools, navigating unfamiliar language and processes, the need for dissemination of information about autism to teachers and support from trusted systems. Themes highlighted challenges such as communication differences, unfamiliar school processes, community and teacher misconceptions about autism. Facilitators the transition included proactive communication, shared goals and partnerships with school. Yosso’s Community Cultural Wealth Framework is integrated into the discussion of themes and the forms of cultural capital participants used to support their child. Conclusion: Recommendations for practice and research to support Hispanic and Latine autistic children during the kindergarten transition are provided. En ligne : https://doi.org/10.1007/s10803-025-06721-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] The Transition to Kindergarten for Hispanic and Latine Autistic Children: A Focus Group Study with Caregivers [texte imprimé] / Emily JELLINEK-RUSSO, Auteur ; Milena KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Ivana LOZANO, Auteur ; Brenda DURAN, Auteur ; Rachel H. FEIN, Auteur ; Jorge GONZALEZ, Auteur ; Susan X. DAY, Auteur . - p.2364-2379. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2364-2379 Index. décimale : PER Périodiques Résumé : Purpose: Past research highlights the different facilitators and barriers that caregivers of children on the autism spectrum experience during the transition to kindergarten and when navigating special education services. Caregivers who identify as Hispanic and/or Latine may face distinct challenges during this process, such as language differences, differences in understanding autism and special education, and barriers to advocating for their child. Hispanic and Latine caregivers also have strengths, resources, and strategies (i.e. cultural capital) that they use during this time. However, there is little research aimed at understanding the unique experiences of Hispanic and Latine caregivers of autistic children during their entry to kindergarten. Methods: To address this shortcoming, the current study used qualitative methods and thematic analysis to explore the transition to kindergarten experiences of four caregivers of autistic children. Results: This study identified strengths, supportive practices, and challenges that participants experienced fell under four major themes: importance of proactive and ongoing partnerships between caregivers and schools, navigating unfamiliar language and processes, the need for dissemination of information about autism to teachers and support from trusted systems. Themes highlighted challenges such as communication differences, unfamiliar school processes, community and teacher misconceptions about autism. Facilitators the transition included proactive communication, shared goals and partnerships with school. Yosso’s Community Cultural Wealth Framework is integrated into the discussion of themes and the forms of cultural capital participants used to support their child. Conclusion: Recommendations for practice and research to support Hispanic and Latine autistic children during the kindergarten transition are provided. En ligne : https://doi.org/10.1007/s10803-025-06721-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

What am I thinking? Perspective-taking from the perspective of adolescents with autism / Gray ATHERTON in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1186-1200 Titre : What am I thinking? Perspective-taking from the perspective of adolescents with autism Type de document : texte imprimé Auteurs : Gray ATHERTON, Auteur ; Ben LUMMIS, Auteur ; Susan X. DAY, Auteur ; Liam CROSS, Auteur Article en page(s) : p.1186-1200 Langues : Anglais (eng) Mots-clés : anthropomorphism  autism spectrum disorder  honesty  humor  interpretative phenomenological analysis  mentalizing  neurodiversity  qualitative  strange stories  theory of mind  visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] What am I thinking? Perspective-taking from the perspective of adolescents with autism [texte imprimé] / Gray ATHERTON, Auteur ; Ben LUMMIS, Auteur ; Susan X. DAY, Auteur ; Liam CROSS, Auteur . - p.1186-1200. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1186-1200 Mots-clés : anthropomorphism  autism spectrum disorder  honesty  humor  interpretative phenomenological analysis  mentalizing  neurodiversity  qualitative  strange stories  theory of mind  visualization Index. décimale : PER Périodiques Résumé : Autistic people are often described as being impaired with regard to theory of mind, though more recent literature finds flaws in the theory of mind deficit paradigm. In addition, the predominant methods for examining theory of mind often rely on "observational" modes of assessment and do not adequately reflect the dynamic process of real-life perspective taking. Thus, it is imperative that researchers continue to test the autistic theory of mind deficit paradigm and explore theory of mind experiences through more naturalistic approaches. This study qualitatively examined theory of mind in 12 autistic adolescents through a series of semi-structured interviews. Interpretive phenomenological analysis of the data revealed four core themes in participants' theory of mind experiences and strategies, all of which highlighted how a more accurate representation of autistic theory of mind is one of difference rather than deficit. For instance, data showed that autistic heightened perceptual abilities may contribute to mentalizing strengths and that honesty in autism may be less dependent on systemizing rather than personal experience and choice. Such findings suggest that future research should reexamine autistic characteristics in light of their ability to enhance theory of mind processing. Understanding how an autistic theory of mind is uniquely functional is an imperative step toward both destigmatizing the condition and advocating for neurodiversity. En ligne : http://dx.doi.org/10.1177/1362361318793409 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

---

1 (1 - 3 / 3) Par page : 25 50 100 200