Experiences and Needs of Leaders Supporting Multilingual ABA Staff: A Qualitative Exploration / Melanie R. MARTIN LOYA in Journal of Autism and Developmental Disorders, 56-9 (September 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3585-3599 Titre : Experiences and Needs of Leaders Supporting Multilingual ABA Staff: A Qualitative Exploration Type de document : texte imprimé Auteurs : Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur ; Elaine M. GILMARTIN, Auteur Article en page(s) : p.3585-3599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Heritage-language-speaking caregivers of autistic children in the United States (U.S.) have encountered barriers when attempting to access multilingual support for their children. Multilingual autism providers, such as professionals in Applied Behavior Analysis (ABA), have also reported challenges in providing multilingual care, such as a lack of training opportunities. Little is known about the experiences and needs of leaders in ABA who support multilingual direct care staff. Therefore, the current study aimed to answer the research question: What are the experiences and needs of ABA leaders in autism care related to supporting multilingual ABA staff who work with multilingual autistic children and their families? This exploratory qualitative study used semi-structured focus groups and interviews with monolingual and multilingual behavior analysts who had experience supporting multilingual ABA staff. Transcripts were analyzed using reflexive thematic analysis. The 14 participants were a diverse sample of U.S.-based monolingual, multilingual, autistic, and non-autistic leaders in ABA with experience supervising multilingual ABA staff. Two major themes were generated from the data set: (1) Diverse Experiences: Organizational Policies and Actions Impacting Multilingual Staff, and (2) Building Community and Creating Solutions. Participants shared experiences and challenges supervising multilingual ABA staff. Implications highlight the need to closely examine organizational policies to prevent discrimination and spotlight the need for more research to be conducted in this area. En ligne : https://doi.org/10.1007/s10803-025-06816-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Experiences and Needs of Leaders Supporting Multilingual ABA Staff: A Qualitative Exploration [texte imprimé] / Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur ; Elaine M. GILMARTIN, Auteur . - p.3585-3599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3585-3599 Index. décimale : PER Périodiques Résumé : Heritage-language-speaking caregivers of autistic children in the United States (U.S.) have encountered barriers when attempting to access multilingual support for their children. Multilingual autism providers, such as professionals in Applied Behavior Analysis (ABA), have also reported challenges in providing multilingual care, such as a lack of training opportunities. Little is known about the experiences and needs of leaders in ABA who support multilingual direct care staff. Therefore, the current study aimed to answer the research question: What are the experiences and needs of ABA leaders in autism care related to supporting multilingual ABA staff who work with multilingual autistic children and their families? This exploratory qualitative study used semi-structured focus groups and interviews with monolingual and multilingual behavior analysts who had experience supporting multilingual ABA staff. Transcripts were analyzed using reflexive thematic analysis. The 14 participants were a diverse sample of U.S.-based monolingual, multilingual, autistic, and non-autistic leaders in ABA with experience supervising multilingual ABA staff. Two major themes were generated from the data set: (1) Diverse Experiences: Organizational Policies and Actions Impacting Multilingual Staff, and (2) Building Community and Creating Solutions. Participants shared experiences and challenges supervising multilingual ABA staff. Implications highlight the need to closely examine organizational policies to prevent discrimination and spotlight the need for more research to be conducted in this area. En ligne : https://doi.org/10.1007/s10803-025-06816-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care / Melanie R. MARTIN LOYA in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2549-2561 Titre : It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care Type de document : texte imprimé Auteurs : Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.2549-2561 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  bilingualism  communication and language  dual language  multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care [texte imprimé] / Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur . - p.2549-2561. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2549-2561 Mots-clés : applied behavior analysis  autism  bilingualism  communication and language  dual language  multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

Professional Development in Autism and Multilingualism for Behavior Analysts: A Randomized Waitlist Control Trial / Melanie R. MARTIN LOYA in Journal of Autism and Developmental Disorders, 56-7 (July 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2625-2637 Titre : Professional Development in Autism and Multilingualism for Behavior Analysts: A Randomized Waitlist Control Trial Type de document : texte imprimé Auteurs : Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur ; Xun YAN, Auteur Article en page(s) : p.2625-2637 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autistic children and their families from heritage-language-speaking homes are underrepresented in empirical research and would benefit from receiving care tailored to their linguistic and cultural needs. Board Certified Behavior Analysts (BCBAs) commonly support autistic children in the United States but have reported limited knowledge and training in how to support bilingual children, their families, nor the bilingual staff who support them. The following research question was addressed: Do BCBA leaders in autism care who complete an asynchronous online professional development training demonstrate (a) increased knowledge, (b) improved self-efficacy, and (c) improved attitudes toward supporting multilingual Applied Behavior Analysis (ABA) staff and recipients of multilingual ABA services compared to BCBA leaders in a waitlist-control group? En ligne : https://doi.org/10.1007/s10803-025-06730-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Professional Development in Autism and Multilingualism for Behavior Analysts: A Randomized Waitlist Control Trial [texte imprimé] / Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur ; Xun YAN, Auteur . - p.2625-2637. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-7 (July 2026) . - p.2625-2637 Index. décimale : PER Périodiques Résumé : Autistic children and their families from heritage-language-speaking homes are underrepresented in empirical research and would benefit from receiving care tailored to their linguistic and cultural needs. Board Certified Behavior Analysts (BCBAs) commonly support autistic children in the United States but have reported limited knowledge and training in how to support bilingual children, their families, nor the bilingual staff who support them. The following research question was addressed: Do BCBA leaders in autism care who complete an asynchronous online professional development training demonstrate (a) increased knowledge, (b) improved self-efficacy, and (c) improved attitudes toward supporting multilingual Applied Behavior Analysis (ABA) staff and recipients of multilingual ABA services compared to BCBA leaders in a waitlist-control group? En ligne : https://doi.org/10.1007/s10803-025-06730-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

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