Around the World

Fahim, Donia; Nedwick, Kelly

doi:10.1177/1096250613477870

Cited by 14 publications

(5 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Via culturally responsive practices, practitioners can familiarize themselves with the family worldview and learn about the child's cultures (Foronda et al, 2016). Understanding family perspectives and how they view a disability can influence the way they interact with practitioners positively or negatively (Fahim, 2014). By applying culturally responsive practices, practitioners can ensure efforts towards family collaborations.…”

Section: Parent Coaching Using Telepractice For Children With Autism ...mentioning

confidence: 99%

“…The questionnaire was obtained by drawing from questions that were available in English and Spanish and were also adapted from multiple sources (Andrews & Boyle, 2016;Fahim & Nedwick, 2014;Stephenson, 2000;Thorp, 1997). These questions targeted information about cultural adaptation and acculturation, communication, and parent beliefs (e.g, "how long have you lived in the U.S?").…”

Section: Culturally and Linguistically Diverse Interviewmentioning

confidence: 99%

“…The purpose of this questionnaire was to understand the family's world view, know about the family's communities, understand cultural differences, and discuss mutual goals. In our program, the use of both languages was encouraged at home by parents if they reported that they spoke a second language fluently that they felt comfortable speaking (Langdon, 2015;Fahim & Nedwick 2014), in accordance with the recommendations of the Division for Early Childhood (DEC) to accommodate this population and to help embed telehealth with those practices (Sandall et al, 2005).…”

Section: Culturally and Linguistically Diverse Interviewmentioning

confidence: 99%

See 2 more Smart Citations

Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Yllades¹,

Ganz²,

Wattanawongwan³

et al. 2023

Preprint

View full text Add to dashboard Cite

Individuals with autism spectrum disorder from bilingual homes have to learn two languages and to discriminate which language to use across settings and people. Language instruction for this population is complicated by the core deficits in social-communication common in individuals with autism spectrum disorder. Language barriers create conflict between families and practitioners. Using a single case, multiple probe design across three parent-child dyads between 3-6 years from culturally and linguistically diverse backgrounds, the present study examined the effect of telepractice-based parent coaching in a multimodal communication intervention. Culturally responsive approaches were integrated within the coaching model, including targeted interview questions. Results indicate that the use of culturally-responsive telepractice parent coaching was effective. We can conclude that this approach can be a beneficial tool to help family members improve communication for bilingual children with autism spectrum disorder.

show abstract

Section: Parent Coaching Using Telepractice For Children With Autism ...mentioning

confidence: 99%

Section: Culturally and Linguistically Diverse Interviewmentioning

confidence: 99%

Section: Culturally and Linguistically Diverse Interviewmentioning

confidence: 99%

See 1 more Smart Citation

Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Yllades¹,

Ganz²,

Wattanawongwan³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Because of the sparsity of research on this topic, as well the predominant use of diagnostic measures normed from European-American populations, ELLs remain overrepresented in the United States' special education system [52]. To avoid delayed or inaccurate diagnosis of ASD or other disabilities among ELLs, it is recommended that health and school professionals allow for flexibility in assessment measures (i.e., multimethod informant interviews, use of non-language dependent assessment tools, assessment in the child's primary language, and less stringent time requirements), consideration of the child's home and language environment, and deep attunement to the culture of both the child and family [49][50][51][52][53].…”

Section: Spatial Distribution Of School Districts With Highest Asd Ratesmentioning

confidence: 99%

Exploratory spatial analysis of autism rates in New York school districts: role of sociodemographic and language differences

McGrath

Bonuck

Mann

2020

J Neurodevelop Disord

View full text Add to dashboard Cite

Background Literature on autism spectrum disorder (ASD) suggests lower ASD prevalence and higher age of diagnosis among children of color, from lower socioeconomic backgrounds, and from families with lower educational levels. These disparities have been attributed to factors such as limited access to diagnostic and treatment services, less opportunity for upward mobility to locales with ample resources, and linguistic barriers. However, few studies describe prevalence and geographic differences of ASD diagnoses by English Language Learner (ELL) status. Objectives The primary objectives of this study are to (1) spatially explore the prevalence of ASD among New York State school districts and (2) examine differences of ASD prevalence rates between ELLs and native English-speaking peers. Methods Using the 2016–2017 district-level data on public and non-public school age students (3–21 years old) receiving special education services in New York, we analyzed sociodemographic trends among school districts with varying percentages (low, medium, and high ranges) of students with ASD and ELLs. To do this, we conducted exploratory spatial analyses using GIS software, analysis of school district level demographic data, and multivariate linear regression. Results In contrast to prior research on ASD prevalence among minority groups, we found disproportionately higher rates of ASD among school districts with higher proportions of Black and Hispanic students. Geographic analysis revealed statistically significant clustering of school districts with high ASD rates in New York City and Albany. Higher proportions of ELLs tended to be concentrated in densely populated, urban, and geographically smaller school districts and had higher proportions of Black, Hispanic, and Asian students. Conclusions Schools with higher rates of ASD and ELL students tend to be concentrated in urban regions throughout New York and have higher representation of Black and Hispanic/Latino students, as well as higher rates of learning disabilities in general. Further research is warranted to explore possible reasons for this phenomenon.

show abstract

“…When children who are DLLs have limited experience with the second language first enter a preschool environment where their second language is predominantly spoken, they may feel isolated from the people around them because skills to engage in play, activities, or communication are still emerging (Dominguez & Trawick-Smith, 2018). This is particularly troublesome for children who experience multiple risk factors, such as children who are DLLs with disabilities being assessed with an English-only assessment tool, not having access to a licensed interpreter during assessment, or receiving early intervention/early childhood special education (EI/ECSE) services only in L2 (Fahim & Nedwick, 2014; Farnsworth, 2018). It is important to explore innovative ways to translate research into practice to address real-life problems, such as supporting development and learning of children who are DLLs with or without disabilities.…”

mentioning

confidence: 99%

Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom

Bohr

Acar

2021

Young Exceptional Children

View full text Add to dashboard Cite

Carmen, a 3-year-old girl, recently moved with her parents from the Dominican Republic to Boston, Massachusetts. Carmen's home language is Spanish, and she had limited opportunities to listen to or practice American English before she started preschool in Ms. Hannah's Head Start classroom. Because of the limited exposure to English and moving to a new country, Carmen feels shy around other children, and she stays to herself for the majority of the day, until her parents pick her up.Ms. Hannah's classroom represents multiple home languages and cultures, such as Haitian Creole, Mandarin, and Somali. Children in the classroom mostly speak in English with each other and the school's staff. As Ms. Hannah is a monolingual native English speaker, she responds to all children, including Carmen, mainly in English. However, Ms. Hannah implements linguistically responsive practices (e.g., uses 3-5 survival words, such as "Good morning" or "Thank you" in each child's home language, provides bilingual story time, or uses role-play to have children practice asking simple questions) to support children to reach their full potential.Children who continue to develop their home language skills, also known as primary language (e.g., Spanish; L1), while learning a 1042346Y ECXXX10.

show abstract

Around the World

Cited by 14 publications

References 37 publications

Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Parent Coaching via Telepractice for Children From Latinx Backgrounds With Autism Spectrum Disorder

Exploratory spatial analysis of autism rates in New York school districts: role of sociodemographic and language differences

Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom

Contact Info

Product

Resources

About