Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Jodie SMITH in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1299-1299 Titre : Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.1299-1299 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05788-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Correction: ''They Were Saying That I Was a Typical Chinese Mum'': Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur . - p.1299-1299. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1299-1299 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05788-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children / Aspasia Stacey RABBA ; Poulomee DATTA ; Emma DRESENS ; Rena WANG ; Lin CONG ; Ngoc DANG ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Emily MA ; Hau T T NGUYEN ; Kim-Van NGUYEN ; Phuc NGUYEN ; Chong Tze YEOW ; Elizabeth PELLICANO in Autism & Developmental Language Impairments, 8 (January-December 2023)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 8 (January-December 2023) Titre : 'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Rena WANG, Auteur ; Lin CONG, Auteur ; Ngoc DANG, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Emily MA, Auteur ; Hau T T NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Participatory research  community participation  cultural and linguistic diversity  autism  impact Index. décimale : PER Périodiques Résumé : Background and aimsParticipatory research involves academic partners working together with the community that is affected by research to make decisions about that research. Such approaches often result in research that is more respectful of, and responsive to, community preferences - and is vital in the context of autism research with culturally and linguistically diverse (CALD) communities. Whilst participatory approaches are becoming more commonplace within CALD autism research, no studies have explored the experiences of being involved in autism research from the perspectives of CALD community partners over the course of a study. This paper intended to address this gap by reporting on the experiences of CALD parents of autistic children who were community partners in a 1-year Australian research project exploring home-school partnerships for CALD parents of autistic children. We aimed to: (1) report on how parents' involvement in the research process shaped the home-school partnerships study over time and (2) understand their experiences of being community partners on the home-school partnerships project.MethodsUsing key principles of participatory approaches, we established Chinese and Vietnamese parent advisory groups to contribute to a project exploring home-school partnerships for parents of autistic children from CALD backgrounds in Australia. Advisory groups included parents of autistic children from Chinese/Vietnamese backgrounds, as well as interpreters, professionals and researchers. We documented how parents' participation as community partners shaped the home-school partnerships study over the course of the project. We also elicited parents' own views and experiences of being community partners through informal, open-ended questions at the beginning and end of the study.ResultsWe found that parents' input fundamentally shaped the broader home-school partnership study, from meaningful, accurate translation of interview schedules through to making decisions regarding community-specific recommendations and dissemination plans. Parents themselves reported being keen to collaborate and to hear and share opinions for the purpose of the home-school partnership study - although they noted how emotionally difficult sharing their stories could be. While they initially had some concerns about combining being involved as a community partner with their existing responsibilities, ultimately, parents were surprised by the scope of the home-school partnership study and their level of involvement as community partners. Through hearing others' stories and sharing their own in advisory group meetings, parents reported ancillary benefits of their involvement, including increased self-advocacy and well-being.ConclusionsThese findings show how research that is conducted in partnership with diverse members of the autism community has the capacity to improve the quality of the research and benefit community partners.ImplicationsThis study clearly documents the benefits and potential challenges of participatory approaches with CALD communities. These findings emphasise to researchers and funders the importance of including extra time and money within budgets in order to produce meaningful research that is respectful and responsive to communities. En ligne : https://dx.doi.org/10.1177/23969415231210482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] 'It's really important to be collaborating': Experiences of participatory research for Chinese and Vietnamese parents of autistic children [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Rena WANG, Auteur ; Lin CONG, Auteur ; Ngoc DANG, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Emily MA, Auteur ; Hau T T NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 8 (January-December 2023) Mots-clés : Participatory research  community participation  cultural and linguistic diversity  autism  impact Index. décimale : PER Périodiques Résumé : Background and aimsParticipatory research involves academic partners working together with the community that is affected by research to make decisions about that research. Such approaches often result in research that is more respectful of, and responsive to, community preferences - and is vital in the context of autism research with culturally and linguistically diverse (CALD) communities. Whilst participatory approaches are becoming more commonplace within CALD autism research, no studies have explored the experiences of being involved in autism research from the perspectives of CALD community partners over the course of a study. This paper intended to address this gap by reporting on the experiences of CALD parents of autistic children who were community partners in a 1-year Australian research project exploring home-school partnerships for CALD parents of autistic children. We aimed to: (1) report on how parents' involvement in the research process shaped the home-school partnerships study over time and (2) understand their experiences of being community partners on the home-school partnerships project.MethodsUsing key principles of participatory approaches, we established Chinese and Vietnamese parent advisory groups to contribute to a project exploring home-school partnerships for parents of autistic children from CALD backgrounds in Australia. Advisory groups included parents of autistic children from Chinese/Vietnamese backgrounds, as well as interpreters, professionals and researchers. We documented how parents' participation as community partners shaped the home-school partnerships study over the course of the project. We also elicited parents' own views and experiences of being community partners through informal, open-ended questions at the beginning and end of the study.ResultsWe found that parents' input fundamentally shaped the broader home-school partnership study, from meaningful, accurate translation of interview schedules through to making decisions regarding community-specific recommendations and dissemination plans. Parents themselves reported being keen to collaborate and to hear and share opinions for the purpose of the home-school partnership study - although they noted how emotionally difficult sharing their stories could be. While they initially had some concerns about combining being involved as a community partner with their existing responsibilities, ultimately, parents were surprised by the scope of the home-school partnership study and their level of involvement as community partners. Through hearing others' stories and sharing their own in advisory group meetings, parents reported ancillary benefits of their involvement, including increased self-advocacy and well-being.ConclusionsThese findings show how research that is conducted in partnership with diverse members of the autism community has the capacity to improve the quality of the research and benefit community partners.ImplicationsThis study clearly documents the benefits and potential challenges of participatory approaches with CALD communities. These findings emphasise to researchers and funders the importance of including extra time and money within budgets in order to produce meaningful research that is respectful and responsive to communities. En ligne : https://dx.doi.org/10.1177/23969415231210482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Aspasia Stacey RABBA ; Lin CONG ; Poulomee DATTA ; Emma DRESENS ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Najeeba SYEDA ; Emily MA ; Julia WANG ; Rena WANG ; Chong Tze YEOW ; Elizabeth PELLICANO in Journal of Autism and Developmental Disorders, 53-12 (December 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4888-4900 Titre : ?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.4888-4900 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. En ligne : https://doi.org/10.1007/s10803-022-05748-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516 [article] ?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur . - p.4888-4900. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4888-4900 Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. En ligne : https://doi.org/10.1007/s10803-022-05748-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516

"What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia / Jodie SMITH in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102227 Titre : "What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Alex AULICH, Auteur ; Catherine A. BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie C. GREEN, Auteur ; Patricia LEE, Auteur ; Emily MA, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.102227 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Background Parents should be central to early supports for their autistic children, with parent involvement in and satisfaction with supports influencing child outcomes. Migrant parents likely experience different barriers to navigating and participating in early supports for their autistic children, but we have limited data here. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with 19 migrant Chinese parents of autistic children about their experiences of the diagnosis and early intervention (EI) process. Interviews were conducted in home languages by other parents. We analysed data using reflexive thematic analysis. Results Parents described myriad obstacles to accessing early supports with many related to being a Chinese migrant in Australia. Parents reported difficulties accepting their children?s differences, faced language barriers, experienced stigmatisation/discrimination, and had limited knowledge of autism supports/systems. Funding issues, limited availability of supports and poorly coordinated services were additional challenges. Parents described having little choice and control over supports, often unable to access culturally-specific services. Nonetheless, parents explained how dedicated they were to their children and effectively utilised informal networks to better access supports for themselves and their children. Accessing EI gave parents hope, providing them with specific goals and strategies. Conclusion It is recommended that professionals clearly communicate with migrant parents about autism and available post-diagnostic autism services/supports, including how to access these. Connecting parents with informal, community-specific services should especially be considered for migrant families. We recommend other potentially useful adaptations to better support migrant Chinese parents in navigating early supports for their autistic children. En ligne : https://doi.org/10.1016/j.rasd.2023.102227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] "What is early intervention? I had no idea": Chinese parents' experiences of early supports for their autistic children in Australia [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Alex AULICH, Auteur ; Catherine A. BENT, Auteur ; Christos CONSTANTINE, Auteur ; Kathleen FRANKS, Auteur ; Nilushi GOONETILLEKE, Auteur ; Cherie C. GREEN, Auteur ; Patricia LEE, Auteur ; Emily MA, Auteur ; Helen SAID, Auteur ; Rena WANG, Auteur ; Sarah WOOD, Auteur ; Kristelle HUDRY, Auteur . - p.102227. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102227 Mots-clés : Autism  Participatory research  Migrants  Parent experiences  Early intervention Index. décimale : PER Périodiques Résumé : Background Parents should be central to early supports for their autistic children, with parent involvement in and satisfaction with supports influencing child outcomes. Migrant parents likely experience different barriers to navigating and participating in early supports for their autistic children, but we have limited data here. Methods Through a community-partnered participatory approach, we conducted semi-structured interviews with 19 migrant Chinese parents of autistic children about their experiences of the diagnosis and early intervention (EI) process. Interviews were conducted in home languages by other parents. We analysed data using reflexive thematic analysis. Results Parents described myriad obstacles to accessing early supports with many related to being a Chinese migrant in Australia. Parents reported difficulties accepting their children?s differences, faced language barriers, experienced stigmatisation/discrimination, and had limited knowledge of autism supports/systems. Funding issues, limited availability of supports and poorly coordinated services were additional challenges. Parents described having little choice and control over supports, often unable to access culturally-specific services. Nonetheless, parents explained how dedicated they were to their children and effectively utilised informal networks to better access supports for themselves and their children. Accessing EI gave parents hope, providing them with specific goals and strategies. Conclusion It is recommended that professionals clearly communicate with migrant parents about autism and available post-diagnostic autism services/supports, including how to access these. Connecting parents with informal, community-specific services should especially be considered for migrant families. We recommend other potentially useful adaptations to better support migrant Chinese parents in navigating early supports for their autistic children. En ligne : https://doi.org/10.1016/j.rasd.2023.102227 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

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