A Systematic Review of Recruiting and Retaining Sociodemographically Diverse Families in Neurodevelopmental Research Studies / Sarah S. MIRE in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2307-2321 Titre : A Systematic Review of Recruiting and Retaining Sociodemographically Diverse Families in Neurodevelopmental Research Studies Type de document : texte imprimé Auteurs : Sarah S. MIRE, Auteur ; Dieu M. TRUONG, Auteur ; Georgina J. SAKYI, Auteur ; Mycah L. AYALA-BRITTAIN, Auteur ; Jelisa D. BOYKIN, Auteur ; Christian M. STEWART, Auteur ; Fre’Dasia DANIELS, Auteur ; Brenda DURAN, Auteur ; Scarlett GARDNER, Auteur ; Alexandra M. BARTH, Auteur ; Georgette RICHARDSON, Auteur ; Shannon L. MCKEE, Auteur Article en page(s) : p.2307-2321 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Underrepresentation of socioeconomically, culturally, and/or linguistically diverse (SCLD) children with neurodevelopmental disorders (NDD) and their families has become a focal point for researchers. This systematic review aimed to identify researchers' strategies for recruiting and retaining SCLD families of children with NDD, published between 1993 and 2018. One hundred twenty-six articles were included, and study samples were categorized as "High SCLD" and "Low SCLD". Chi-square tests of independence were used to determine associations between sample composition (i.e., High/Low SCLD sample) and study characteristics reported. Significant associations were found between sample composition and studies that explicitly stated intention to recruit SCLD families, 2(1) = 12.70, p < .001, Phi = 0.38 (moderate); and for studies that reported the following participant characteristics: language, 2(1) = 29.58, p < .001, Phi = 0.48 (moderate-to-large); and race/ethnicity+SES+language, 2(1) = 19.26, p <. 001, Phi = 0.39 (moderate). However, associations were not found between recruitment and retention approaches and whether studies included High SCLD or Low SCLD samples. Further study of NDD researchers' recruitment and retention approaches that successfully include SCLD families is needed. En ligne : https://doi.org/10.1007/s10803-023-05968-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] A Systematic Review of Recruiting and Retaining Sociodemographically Diverse Families in Neurodevelopmental Research Studies [texte imprimé] / Sarah S. MIRE, Auteur ; Dieu M. TRUONG, Auteur ; Georgina J. SAKYI, Auteur ; Mycah L. AYALA-BRITTAIN, Auteur ; Jelisa D. BOYKIN, Auteur ; Christian M. STEWART, Auteur ; Fre’Dasia DANIELS, Auteur ; Brenda DURAN, Auteur ; Scarlett GARDNER, Auteur ; Alexandra M. BARTH, Auteur ; Georgette RICHARDSON, Auteur ; Shannon L. MCKEE, Auteur . - p.2307-2321. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2307-2321 Index. décimale : PER Périodiques Résumé : Underrepresentation of socioeconomically, culturally, and/or linguistically diverse (SCLD) children with neurodevelopmental disorders (NDD) and their families has become a focal point for researchers. This systematic review aimed to identify researchers' strategies for recruiting and retaining SCLD families of children with NDD, published between 1993 and 2018. One hundred twenty-six articles were included, and study samples were categorized as "High SCLD" and "Low SCLD". Chi-square tests of independence were used to determine associations between sample composition (i.e., High/Low SCLD sample) and study characteristics reported. Significant associations were found between sample composition and studies that explicitly stated intention to recruit SCLD families, 2(1) = 12.70, p < .001, Phi = 0.38 (moderate); and for studies that reported the following participant characteristics: language, 2(1) = 29.58, p < .001, Phi = 0.48 (moderate-to-large); and race/ethnicity+SES+language, 2(1) = 19.26, p <. 001, Phi = 0.39 (moderate). However, associations were not found between recruitment and retention approaches and whether studies included High SCLD or Low SCLD samples. Further study of NDD researchers' recruitment and retention approaches that successfully include SCLD families is needed. En ligne : https://doi.org/10.1007/s10803-023-05968-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

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

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