What Teachers Can Learn from Mothers of Children with Autism

Harte, Helene Arbouet

doi:10.1177/004005990904200103

Cited by 8 publications

(3 citation statements)

References 23 publications

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“…Parental experience was seen as a key source of knowledge, with caregivers said to contribute to the therapeutic process. Participants acknowledged that although they sometimes would need to educate caregivers, the caregivers themselves played a role in educating the therapists and contributed to care plans; parents of children with ASD can share their knowledge of their children's needs, strengths and interests with educators to facilitate learning in both the home and school (Harte, 2009). Participants explained that parental knowledge and experience allowed them to learn about the young people and adapt the intervention accordingly.…”

Section: Knowledge and Experience Of Asd Across Systemsmentioning

confidence: 99%

Therapist and supervisor experiences of the application of standard Multisystemic therapy to young people with suspected or diagnosed level 1 autistic Spectrum disorder

Pattni

Fox

Glorney

2022

Journal of Family Therapy

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Multisystemic Therapy (MST) is an intervention offered to young people presenting with antisocial and aggressive behaviour and is currently being adapted for use with the autism spectrum disorder (ASD) population. This qualitative study aimed to provide the first consideration of the experiences of MST therapists and supervisors of delivering standard MST to young people with suspected or diagnosed Level 1 ASD. Semi-structured interviews were carried out with 11 MST therapists and supervisors with experience of working with the client group. Thematic analysis identified three major themes: (1) nuanced delivery of MST for Level 1 ASD, (2) need for knowledge and resources, and (3) positive experiences with delivering the intervention. Findings suggested the need for an increased focus on understanding the individual needs of a young person in assessment and intervention, the increased importance of structure and consistency, and psychoeducation for all systems around the young person in order to meet the developmental needs of young people with Level 1 ASD.

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Section: Knowledge and Experience Of Asd Across Systemsmentioning

confidence: 99%

Therapist and supervisor experiences of the application of standard Multisystemic therapy to young people with suspected or diagnosed level 1 autistic Spectrum disorder

Pattni

Fox

Glorney

2022

Journal of Family Therapy

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“…To date, photovoice has been used with middle school science students (Cook & Buck, 2010); middle school and high school students living in poverty (Zenkov & Harmon, 2009); alcohol and drug education (Goodhart, Hsu, Baek, Coleman, Maresca, & Miller, 2006;Wilson, Minkler, Dasho, Wallerstein, & Martin, 2008); adolescents with behavioral, social, and academic issues (Kroeger, Burton, Comarata, Combs, Hamm, Hopkins, & Kouche, 2004); assessing physical activity and nutrition environments (Fitzgerald, Bunde-Birouste, & Webster, 2009); individuals with mental illness (Fleming, Mahoney, Carlson, & Engebretson, 2009); understanding racism (Ornelas, Amell, Tran, Royster, Armstrong-Brown, & Eng, 2009); improving family planning services (Schwartz, Sable, Dannerbeck, & Campbell, 2007); low-income African American families regarding children's school-readiness (McAllister, Wilson, Green, Baldwin, 2005); low-income prairie women (Willson, Green, Haworth-Brockman, & Rapaport Beck, 2006); online instruction (Perry, Dalton, Edwards, 2009;Perry, 2006); central Appalachian coalfield communities (Bell, 2008); mothers of children with autism (Harte, 2009); homeless adults (Wang, Cash, & Powers, 2000); refugee youth from Bosnia (Berman, Ford-Bilboe, Moutrey, & Cekic, 2001); and immigrant workers (Gallo, 2002).…”

Section: Photovoice Overviewmentioning

confidence: 99%

Working with English Language Learners: Preservice Teachers and Photovoice

Graziano

2011

IJME

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This study utilizes documentary photography and storytelling, photovoice, to identify the educational realities of 16 Hispanic English Language Learners from an urban elementary school in the Southwest. Reflections from preservice teachers who utilized photovoice to gather data from the English Language Learners of this study are also discussed. Three main themes emerged from English Language Learners’ photographs and stories: (a) meaningful and fun instruction; (b) struggles and joys with literature, and (c) a sense of determination to excel and support others. Preservice teachers indicate they were positively affected by the enhanced learning environment of the study.

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“…Visual methodologies (VM), like photovoice and photo journals, have been used to explore Latinx/a children’s perspectives of health care [ 35 ], among Latinx caregivers exploring navigating limited food environments [ 36 ], and within the special healthcare needs/disability community [ 37 ], including with parents with children with ASD [ 38 ]. Given the inclusive and participatory nature of a VM, it was determined to be an appropriate method to utilize in a research study with an underserved and under researched population.…”

Section: Introductionmentioning

confidence: 99%

Exploring Eating Challenges and Food Selectivity for Latinx Children with and without Autism Spectrum Disorder Using Qualitative Visual Methodology: Implications for Oral Health

Floríndez

Floríndez²,

Price

et al. 2021

IJERPH

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Diet and food choices significantly impact teeth, including enamel quality and development of dental caries. However, studies focusing on diet and its relation to oral care in Latinx children with and without Autism Spectrum Disorders (ASD) have been minimally addressed in research. This qualitative study used an inclusive visual methodology to explore what Latinx caregivers learned about their child’s diet preferences and food routines in relation to their oral health. As a secondary aim, the study sought to explore whether notable differences in diet emerged between Latinx children with and without ASD. Participants were 32 Latinx caregivers from 18 families with children with and without Autism (n = 8 with a typically developing child and n = 10 with a child with ASD) who completed a food journal activity and photo elicitation interview. Interviews were thematically coded for themes pertaining to parents’ perceptions of their child’s diet and oral health. Findings of this study indicate that the process of taking photos helped Latinx caregivers to better situate the barriers and behaviors influencing everyday food routines in their children within the context of relating to their overall oral health. Via their active participation in the research process, parents were empowered to note strategies they could employ that would directly impact their child’s oral health outcomes, such as reducing juice intake and monitoring sugar consumption. Therefore, visual research methodologies are an important strategy for researchers to consider in order to empower participants to be part of the research process and part of the outcomes, and to offer better understanding of the lived experience of populations underrepresented in the literature, such as Latinx children with and without ASD and their families.

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What Teachers Can Learn from Mothers of Children with Autism

Cited by 8 publications

References 23 publications

Therapist and supervisor experiences of the application of standard Multisystemic therapy to young people with suspected or diagnosed level 1 autistic Spectrum disorder

Therapist and supervisor experiences of the application of standard Multisystemic therapy to young people with suspected or diagnosed level 1 autistic Spectrum disorder

Working with English Language Learners: Preservice Teachers and Photovoice

Exploring Eating Challenges and Food Selectivity for Latinx Children with and without Autism Spectrum Disorder Using Qualitative Visual Methodology: Implications for Oral Health

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