Barriers and facilitators for obtaining support services among underserved families with an autistic child: A systematic qualitative review / Carla WALLACE-WATKIN in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.588-601 Titre : Barriers and facilitators for obtaining support services among underserved families with an autistic child: A systematic qualitative review Type de document : Texte imprimé et/ou numérique Auteurs : Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.588-601 Langues : Anglais (eng) Mots-clés : barriers,facilitators,parent perspectives,support services,systematic review,underserved families Index. décimale : PER Périodiques Résumé : Families of autistic children from underserved populations participate in support services at lower rates than other families. To better understand possible reasons for this inequity, we reviewed qualitative studies examining parent-reported barriers and facilitators to accessing and participating in support services. A systematic search identified 18 articles that met inclusion criteria. Resulting thematic analysis located three themes: (a) support service accessibility, (b) diversity of support services, and (c) community. Parents reported that financial pressures, geographic location, and service flexibility influenced their ability to obtain support services. Implications for service delivery and areas for future research are discussed.Lay abstractFamilies from underrepresented ethnic or racial groups and those with limited financial resources could experience more difficulty in accessing support services for their autistic child due to certain types of barriers. We searched academic journals, websites, and other sources for studies which looked at what barriers might be present for such families and what might help families access support services for their autistic child. The search found 18 studies. Results from each study were examined and coded into themes. Parents reported that accessibility, diversity of support services, and stigma influenced their experiences with support services. We discuss what these findings might mean for future research and for service delivery. En ligne : https://doi.org/10.1177/13623613221123712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Barriers and facilitators for obtaining support services among underserved families with an autistic child: A systematic qualitative review [Texte imprimé et/ou numérique] / Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Hannah WADDINGTON, Auteur . - p.588-601. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.588-601 Mots-clés : barriers,facilitators,parent perspectives,support services,systematic review,underserved families Index. décimale : PER Périodiques Résumé : Families of autistic children from underserved populations participate in support services at lower rates than other families. To better understand possible reasons for this inequity, we reviewed qualitative studies examining parent-reported barriers and facilitators to accessing and participating in support services. A systematic search identified 18 articles that met inclusion criteria. Resulting thematic analysis located three themes: (a) support service accessibility, (b) diversity of support services, and (c) community. Parents reported that financial pressures, geographic location, and service flexibility influenced their ability to obtain support services. Implications for service delivery and areas for future research are discussed.Lay abstractFamilies from underrepresented ethnic or racial groups and those with limited financial resources could experience more difficulty in accessing support services for their autistic child due to certain types of barriers. We searched academic journals, websites, and other sources for studies which looked at what barriers might be present for such families and what might help families access support services for their autistic child. The search found 18 studies. Results from each study were examined and coded into themes. Parents reported that accessibility, diversity of support services, and stigma influenced their experiences with support services. We discuss what these findings might mean for future research and for service delivery. En ligne : https://doi.org/10.1177/13623613221123712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand / Carla WALLACE-WATKIN in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2542-2554 Titre : Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand Type de document : Texte imprimé et/ou numérique Auteurs : Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.2542-2554 Mots-clés : barriers  facilitators  parent perspectives  support services  New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand [Texte imprimé et/ou numérique] / Carla WALLACE-WATKIN, Auteur ; Jeff SIGAFOOS, Auteur ; Lisa WOODS, Auteur ; Hannah WADDINGTON, Auteur . - p.2542-2554. in Autism > 27-8 (November 2023) . - p.2542-2554 Mots-clés : barriers  facilitators  parent perspectives  support services  New Zealand Index. décimale : PER Périodiques Résumé : We surveyed New Zealand parents of autistic children to identify their perceived barriers and facilitators to accessing support services, including the influence of a family?s level of financial resourcing. A total of 173 completed surveys were analysed. Service pathway factors were the greatest barrier experienced by participants, whereas facilitators related to providers tended to be most helpful. Lower family income was associated with a higher number of reported barriers. Both lower family income and having a child who identified their gender as non-binary were predictive of rating the extent of barriers higher. Parents of younger or of non-speaking autistic children on average reported a greater number of facilitators. Implications of these results for support service delivery and potential areas for future research are discussed.Lay abstractParents might have problems in getting support services for their autistic child due to certain barriers. However, there might also be things that can ease or facilitate parents' access to support services. In this study, New Zealand parents were asked about their experiences in getting support services for their autistic child. We also looked at differences in reported barriers and facilitators based on several demographic factors with a focus on family level of financial resourcing. A total of 173 parents completed a survey. The results suggested that parents experienced several barriers, particularly related to service pathways. Facilitators were also experienced, predominantly related to providers. Financial resourcing predicted the number of parent-reported barriers. Both lower level of family financial resourcing and having a non-binary child predicted parents' rating of the extent of barriers. Child age and level of speech were predictors for reports of experiencing a higher number of facilitators, with parents of younger children or of non-speaking autistic children reporting a greater number of facilitators. We discuss how these results may be useful to support service delivery and identify areas for future research. En ligne : http://dx.doi.org/10.1177/13623613231168240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators / Jessica TUPOU in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.705-717 Titre : Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators Type de document : Texte imprimé et/ou numérique Auteurs : Jessica TUPOU, Auteur ; Chevelle ATAERA, Auteur ; Carla WALLACE-WATKIN, Auteur ; Hannah WADDINGTON, Auteur Article en page(s) : p.705-717 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cultural perspective  education services  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic M?ori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiw?tanga M?ori (autistic M?ori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants' understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and M?ori perspectives. Participants wanted more training and resources drawn from a M?ori worldview and available in te reo M?ori (the M?ori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiw?tanga M?ori (autistic M?ori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiw?tanga M?ori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators' understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and M?ori perspectives of autism and a need for more training and resources based upon a M?ori world view and available in te reo M?ori (the M?ori language). En ligne : https://dx.doi.org/10.1177/13623613231181622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Supporting tamariki takiw?tanga M?ori (autistic M?ori children): Exploring the experience of early childhood educators [Texte imprimé et/ou numérique] / Jessica TUPOU, Auteur ; Chevelle ATAERA, Auteur ; Carla WALLACE-WATKIN, Auteur ; Hannah WADDINGTON, Auteur . - p.705-717. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.705-717 Mots-clés : autism spectrum disorders  cultural perspective  education services  preschool children  qualitative research Index. décimale : PER Périodiques Résumé : The experience of the many autistic children who attend inclusive early childhood education settings is largely shaped by the knowledge and attitudes of the educators who support them. Autistic children from under-represented ethnic groups, such as autistic M?ori, are likely to face additional challenges and educators need to consider strategies to support their cultural development. We conducted in-depth, semi-structured interviews with 12 educators with recent experience supporting tamariki takiw?tanga M?ori (autistic M?ori children) in inclusive early childhood settings. Data were analysed using reflexive thematic analysis resulting in three themes and seven subthemes. Overall, participants' understandings of autism aligned with the neurodiversity perspective, and there were similarities between neurodiversity and M?ori perspectives. Participants wanted more training and resources drawn from a M?ori worldview and available in te reo M?ori (the M?ori language). These findings have important implications for practice and future research. Lay Abstract The knowledge and attitudes of educators can have a strong influence on the experiences of autistic children who attend inclusive early childhood settings. Autistic children from under-represented ethnic groups, for example, tamariki takiw?tanga M?ori (autistic M?ori children), are likely to face extra challenges and educators need to consider ways to support their cultural development. For this study, we interviewed 12 educators with recent experience supporting tamariki takiw?tanga M?ori in inclusive early childhood settings. We constructed three themes and seven subthemes from the interview data. We found that educators' understandings of autism were mostly in line with the neurodiversity perspective, which views autism as a difference, not a disorder. We also found similarities between the neurodiversity perspective and M?ori perspectives of autism and a need for more training and resources based upon a M?ori world view and available in te reo M?ori (the M?ori language). En ligne : https://dx.doi.org/10.1177/13623613231181622 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

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