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Parent reported barriers and facilitators to support services for autistic children in Aotearoa New Zealand / Carla WALLACE-WATKIN in Autism, 27-8 (November 2023)
[article]
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
in Autism > 27-8 (November 2023) . - p.2542-2554[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 Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators / C. NICHOLS in Autism, 23-6 (August 2019)
[article]
Titre : Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators Type de document : Texte imprimé et/ou numérique Auteurs : C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur Article en page(s) : p.1398-1407 Langues : Anglais (eng) Mots-clés : autism spectrum disorder barriers facilitators physical activity young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1398-1407[article] Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators [Texte imprimé et/ou numérique] / C. NICHOLS, Auteur ; Martin E. BLOCK, Auteur ; J. C. BISHOP, Auteur ; B. MCINTIRE, Auteur . - p.1398-1407.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1398-1407
Mots-clés : autism spectrum disorder barriers facilitators physical activity young adults Index. décimale : PER Périodiques Résumé : The importance of physical activity in persons with disabilities is well known, yet the prevalence of inactivity remains high. The physical activity behaviors among adults on the autism spectrum are largely unexplored. It is presumed that sedentary behavior and obesity are a greater health issue among young adults on the autism spectrum who no longer receive Individuals with Disabilities Education Act services and supports such as school-based physical education. Using a phenomenology approach, the parents of eight young adults on the autism spectrum were interviewed about their perceptions of the barriers and facilitators to getting their young adults on the autism spectrum physically active. The purpose of this study was to investigate parent's perspective of physical activity barriers and facilitators of their adult children on the autism spectrum. Common themes of both physical activity barriers and facilitators included parents, behaviors associated with autism spectrum disorder, and access and opportunities. En ligne : http://dx.doi.org/10.1177/1362361318810221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 A scoping review of the barriers and facilitators to the implementation of interventions in autism education / Lorna BARRY in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : A scoping review of the barriers and facilitators to the implementation of interventions in autism education Type de document : Texte imprimé et/ou numérique Auteurs : Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur Article en page(s) : 101617 Langues : Anglais (eng) Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617[article] A scoping review of the barriers and facilitators to the implementation of interventions in autism education [Texte imprimé et/ou numérique] / Lorna BARRY, Auteur ; Jennifer HOLLOWAY, Auteur ; Jennifer MCMAHON, Auteur . - 101617.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101617
Mots-clés : Autism Education Evidence-based practices Barriers Facilitators Index. décimale : PER Périodiques Résumé : Background Evidence-based practices (EBPs) have been associated with improved outcomes for individuals with Autism (Eldevik et al., 2009). However, school personnel have been found to implement classroom practices that have little scientific support (Hess et al., 2008). Factors that may affect implementation of EBPs have been theorised to include staff training and buy-in (Forman et al., 2009), however, these factors have not yet been delineated in the autism education setting. This study aims to synthesise and analyse the extant literature related to the barriers and facilitators of implementing EBPs in autism education using a multi-level framework (Domitrovich et al., 2008) examining macro, school and individual factors of implementation. Methods The Joanna Briggs Institute (JBI) Scoping review guidelines were followed to complete the current scoping review. Papers were extracted from the following databases: PsycInfo, Academic Search Complete, ERIC and Education Source. A total of 4,682 papers were returned and screened by abstract and title. Forty-nine papers were included for full text review. From these, six qualitative studies and one mixed-methods study were included for data synthesis and analysis. Results Included studies found evidence for barriers and facilitators at the macro, school, and individual level (Domitrovich et al., 2008). Key barriers included resources, time, and intervention characteristics. Conclusions The barriers and facilitators in the implementation of autism EBPs by school personnel remain poorly understood. This review provides an overview of the extant literature; however, further rigorous research is needed in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101617 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Implementation of a multi-family autism transition program in the high school setting / Jocelyn KUHN in Autism, 26-3 (April 2022)
[article]
Titre : Implementation of a multi-family autism transition program in the high school setting Type de document : Texte imprimé et/ou numérique Auteurs : Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.615-627 Langues : Anglais (eng) Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.615-627[article] Implementation of a multi-family autism transition program in the high school setting [Texte imprimé et/ou numérique] / Jocelyn KUHN, Auteur ; Kate SZIDON, Auteur ; Bonnie KRAEMER, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Kara HUME, Auteur ; Leann S. DAWALT, Auteur . - p.615-627.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.615-627
Mots-clés : Adolescent Adult Autism Spectrum Disorder/therapy Autistic Disorder Humans Problem Solving Schools autism spectrum disorders barriers facilitators families high schools intervention implementation transition to adulthood Index. décimale : PER Périodiques Résumé : Transitioning Together is an intervention that supports families of adolescents on the autism spectrum as they prepare for the transition to adulthood. While it has been delivered successfully and shown to result in positive outcomes for families in the university setting, questions remain about whether and how well it can be widely provided to families in real-world settings such as high schools. In this study, we analyzed predictors, facilitators, and barriers to providing Transitioning Together to families at 30 high schools across three US states, all of which received training from a team of researchers to deliver this intervention. Our findings highlight struggles and successes with real-world use of the intervention. Seventeen of the 30 schools were successful in providing Transitioning Together to families. Schools who had higher community socioeconomic status, higher quality family involvement, and higher quality transition planning programming before changing anything for this study were much more likely to provide this new intervention to families. Schools who used the intervention were mostly able to deliver it as designed and received positive feedback from families who participated. Common parts of the intervention that schools struggled with most included following the structure of the sessions, including group problem-solving and dialogue in the sessions, and collecting feedback from families. Future research is needed to learn how to make it even easier for public high schools and other service systems to provide this intervention to families, in a way that also maximizes its effectiveness and accessibility for historically underserved autism spectrum populations. En ligne : https://dx.doi.org/10.1177/13623613211065533 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473