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The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum / Chung Eun LEE in Autism, 26-4 (May 2022)
[article]
Titre : The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Chung Eun LEE, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chak LI, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.1001-1006 Langues : Anglais (eng) Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/therapy Autistic Disorder Child Child Development Disorders, Pervasive Humans Intellectual Disability Parents autism spectrum disorder parental advocacy service access transition-aged youth Index. décimale : PER Périodiques Résumé : It can be difficult for youth on the autism spectrum to get the services they need after they leave high school. Because of this, many studies have examined the different factors that are related to service access. These studies have shown that youth on the autism spectrum who belong to an underrepresented racial or ethnic group or whose families have lower incomes are less likely to receive the services that they need. However, it is difficult or impossible to change things like race/ethnicity or family income. It is important to also identify factors that might improve service access that we can change. One potential factor that fits into this category is parental advocacy activities. Using data collected from 185 parents of youth on the autism spectrum, we found that more parental advocacy activities were related to youth receiving more services, even after accounting for variables related to the functioning of the youth (e.g. whether they have an intellectual disability, their autism symptom severity) and demographic information about the family (e.g. state in which they live, parental race/ethnicity, and family income). Our findings suggest that building parental advocacy skills may be one important way to increase the number of services that youth on the autism spectrum receive as they transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613211057660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Autism > 26-4 (May 2022) . - p.1001-1006[article] The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum [Texte imprimé et/ou numérique] / Chung Eun LEE, Auteur ; Meghan M. BURKE, Auteur ; Leann S. DAWALT, Auteur ; Chak LI, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.1001-1006.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.1001-1006
Mots-clés : Adolescent Adult Aged Autism Spectrum Disorder/therapy Autistic Disorder Child Child Development Disorders, Pervasive Humans Intellectual Disability Parents autism spectrum disorder parental advocacy service access transition-aged youth Index. décimale : PER Périodiques Résumé : It can be difficult for youth on the autism spectrum to get the services they need after they leave high school. Because of this, many studies have examined the different factors that are related to service access. These studies have shown that youth on the autism spectrum who belong to an underrepresented racial or ethnic group or whose families have lower incomes are less likely to receive the services that they need. However, it is difficult or impossible to change things like race/ethnicity or family income. It is important to also identify factors that might improve service access that we can change. One potential factor that fits into this category is parental advocacy activities. Using data collected from 185 parents of youth on the autism spectrum, we found that more parental advocacy activities were related to youth receiving more services, even after accounting for variables related to the functioning of the youth (e.g. whether they have an intellectual disability, their autism symptom severity) and demographic information about the family (e.g. state in which they live, parental race/ethnicity, and family income). Our findings suggest that building parental advocacy skills may be one important way to increase the number of services that youth on the autism spectrum receive as they transition to adulthood. En ligne : https://dx.doi.org/10.1177/13623613211057660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)
[article]
Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.306-325[article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.306-325
Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383