A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities

Rios, Kristina; Burke, Meghan; Aleman‐Tovar, Janeth

doi:10.1007/s10803-020-04827-3

Cited by 18 publications

(17 citation statements)

References 64 publications

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“…Yet, parental advocacy was significantly associated with service receipt after controlling for these and other variables (including state of residence, which was strongly associated with number of services). Like research in school-aged children with developmental disabilities or mental health challenges (Burke et al, 2018;Kutash et al, 2011;Rios et al, 2021), these findings suggest that improving parental advocacy may empower parents to interact with service providers more effectively, leading to increased service receipt while youth with ASD are transitioning to adulthood.…”

Section: Discussionmentioning

confidence: 72%

“…Although it has not been directly examined among youth with ASD, parental advocacy has been shown to impact services and quality of care in other populations. Specifically, parental advocacy has been associated with children receiving more special education services (Burke et al, 2018; Rios et al, 2021) and better mental health services (Koroloff et al, 1996; Kutash et al, 2011). If parental advocacy predicts service access among youth with ASD, it can provide a potential point of intervention.…”

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confidence: 99%

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The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum

Lee

Burke

DaWalt

et al. 2021

Autism

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Youth with autism spectrum disorder (ASD) face challenges accessing needed services as they transition to adulthood. Correlates of service access identified in the literature—such as family resources, race/ethnicity, or youth functioning—can be difficult to change and may not be feasible targets for intervention. This study focused on a potential contributor to service access that is malleable: parental advocacy. Specifically, we examined the association between parental advocacy activities and number of services among transition-aged youth with ASD, after accounting for indicators of youth functioning and family demographic variables (high school exit, co-occurring intellectual disability, social impairments, adaptive behaviors, race/ethnicity, state of residence, family income, and parental depression). Participants included 185 families of youth with ASD who are part of an ongoing randomized controlled trial. Data were collected at baseline (prior to intervention) via parental questionnaire and structured interview. Using hierarchical regression analyses, we found that parental advocacy activities were significantly and strongly associated with service receipt after controlling for youth functioning and family demographic factors. Youth whose parents are less involved in advocacy activities might be at-risk for service disparities. To close the gaps for service disparities, future interventions may target parental advocacy skills. Lay abstract 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.

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Section: Discussionmentioning

confidence: 72%

mentioning

confidence: 99%

The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum

Lee

Burke

DaWalt

et al. 2021

Autism

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“…7 (1.3) 14.1 (1.3) 13.7 (1.3) 10.4 (1.2) 10.7 (1.3) 12.1 (1.3) 6.07 .004 Have support systems IL c 12.8 (0.8) 13.5 (0.9) 13.4 (0.9) 11.4 (0.8) 13.3 (0.8) 13.7 (0.8) 1.21 0.30 CA c 10.6 (1.2) 13.4 (1.2) 14.1 (1.2) 12.5 (1.2) 12.9 (1.2) 13.0 (1.2) 3.81 0.03 Access community resources IL c 17.9 (0.7) 19.1 (0.7) 19.1 (0.7) 17.9 (0.7) 19.5 (0.7) 20.0 (0. positive outcomes for children with ASD (Green et al, 2010;Kasari et al, 2015;Pickles et al, 2016;Siller et al, 2013). While intervention studies with Latinx families are still in their infancy, pilot studies with this population have also demonstrated increased parental outcomes (Burke et al, 2016;Mirza et al, 2019;Rios et al, 2021). Our study is one of the few to use an RCT with Latinx parents of children with ASD to show efficacy in parental outcomes.…”

Section: Key Findings In Contextmentioning

confidence: 84%

“…These are important findings, as increased use of EB strategies by parents can lead to positive outcomes for children with ASD (Green et al, 2010; Kasari et al, 2015; Pickles et al, 2016; Siller et al, 2013). While intervention studies with Latinx families are still in their infancy, pilot studies with this population have also demonstrated increased parental outcomes (Burke et al, 2016; Mirza et al, 2019; Rios et al, 2021). Our study is one of the few to use an RCT with Latinx parents of children with ASD to show efficacy in parental outcomes.…”

Section: Discussionmentioning

confidence: 99%

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Zeng

Magaña

López

et al. 2021

Autism

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This study examined maintenance of treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder using a behavior maintenance framework. In a two-site randomized waitlist-control study, we compared differences in parent and child outcomes across three timepoints using linear mixed models to determine whether outcomes observed at 4 months after baseline (Time 2) were maintained for an additional 4-month period (Time 3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results showed that at Time 3, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. Site-specific treatment differences were found in outcomes such as parent-reported empowerment and child social communication impairments. Findings suggest that the intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. Lay abstract Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time. Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention = 54, control = 55) of children with autism spectrum disorder. Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes. Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation.

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“…Meanwhile, such vulnerabilities tend to appear in major cities around the world which adopt extreme nationalism and hostility toward both old and new migrants. Such a trend is once again simmering in different corners around the world and obscuring the contribution of migrant workers toward the accumulation of economic wealth and cultural capital (Rios, Burke, & Aleman-Tovar, 2021).…”

Section: Introductionmentioning

confidence: 99%

Unspoken Inequalities: Effects of Online Learning Responses to Covid-19 on Migrant Children and Their Families, Chiang Mai, Thailand

Nawarat

Nasee

Saenghong

2022

JADHUR

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The COVID-19 pandemic has taken its toll on children’s education worldwide, albeit with different impacts. Children in impoverished families have to suffer the direst impacts from a lack of access to education, public health, food and various forms of threats. In Thailand, the first confirmed COVID-19 infection was identified in January 2020. The government eventually imposed the Emergency Decree on Public Administration in the State of Emergency (the Emergency Decree) in March 2020, to put in place social distancing and closure of schools, among other things. In May the Thai government also introduced “online learning” in an effort to continue the education of children. Such “online learning” hinges on using homes as a base to provide learning. This article is an attempt to analyze the impacts of such “online learning” policies on the accumulation of human capital among the second-generation of migrant children in the context of the urban poor in the city of Chiang Mai. This analysis is based on data acquired from the research on “The adaptation of second-generation Shan migrant children through education in Thailand”. The paper analyzes 13 migrant families whose children studied at Grades 6 and 9 at municipal schools in Chiang Mai city. Semi-structured interviews were employed to collect data from representatives of 13 migrant families during August and September 2020. It was found that the announced online learning was not implemented effectively because most of the children’s homes lacked resources to access online learning tools. Such findings indicate a structural problem in which the Thai authorities make the migrant workers vulnerable in terms of economic citizenship and public health at the expense of their children’s education. Such workers and families are forced to stay outside the public welfare, security and social safety net both before and in the midst of the COVID-19 crisis.

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A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities

Cited by 18 publications

References 64 publications

The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum

The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time?

Unspoken Inequalities: Effects of Online Learning Responses to Covid-19 on Migrant Children and Their Families, Chiang Mai, Thailand

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