Background: School is an important context for identity development across childhood and adolescence. These formative experiences impact adulthood. Minimal research has examined first-person autistic perspectives of how school shape as well other intersecting identities. In this study, we the messages that individuals received engaged with these external to formulate their Methods: Ten U.S.-based adolescents adults ages 15–35 participated in qualitative interviews about elementary through...

Abstract Community services and supports for children with intellectual disabilities ( ID ) can ameliorate the negative effects of caregiving enhance child outcomes. For example, in Central South America, many are institutionalized inadequate sanitation medical care. In U nited S tates, certain demographic factors (e.g., poverty, limited access to healthcare, language barriers, immigrant status) contribute underdiagnosis poor‐quality treatment L atino families their , thus limiting effective...

Abstract Background Previous studies have identified the role of family support in mitigating stress parents caring for a child with intellectual disability. Less is known about families whose members are willing but unable to each other because geographical, structural and economic barriers. Our study examined contribution quality life ( FQL ) beliefs, actual assistance from members, as well moderating effects ethnicity household income. Method We conducted telephone interviews 84 L atino...

Research indicates that mothers of children with ID who receive familial support experience less stress than those support. Less is known about the relation to mothers' evaluation parenting self-efficacy, particularly in Latino families. We examined relationship different types family life satisfaction and self-efficacy (PSE), explored whether income ethnicity moderated these relationships. Interviews 84 37 White participants revealed partner emotional predicted PSE both ethnic groups, a...

Background/Context: High quality early education, preschool through third grade, has received significant attention as a vehicle for addressing academic disparities. Research–practice partnerships (RPPs) offer promising strategy improving education and closing the gap between research practice; however, RPPs in learning context are understudied, there is little information about how teachers experience them. Purpose/Research Questions: Grounded framework of sensemaking theory on teachers’...

Abstract Background Researchers have primarily relied on mother report to understand the parenting contexts of rearing children with intellectual disabilities. Fathers are increasingly being considered as equally important reporters their child's behaviours, they unique and independent relationships children. The purpose this study was how one source stress – reports child behaviour problems along spousal support related tasks, associated fathers' psychological symptoms over time. Method One...

Previous studies indicate that families construct daily routines enable the household to function smoothly and promote family quality of life. However, we know little about how activities are distributed between parents caring for a child with an intellectual disability (ID), particularly in Latino families. To address this gap, interviewed 145 non-Latino mothers children ID division activities. Mothers engaged far more than did their spouses/partners, lower income households. Cluster...

To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families’ daily activities, including parents’ emotions and their appraisals of value activities across two timepoints. Thirty-two parent–child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California district serving diverse population completed diary texting protocol (experience...

Objective To determine how parents of children with intellectual disabilities view prenatal testing and pregnancy termination for their child's condition. Method We interviewed 201 English‐speaking or Spanish‐speaking caregivers aged 2 to 10 years. Primary outcomes were being disinclined undergo the condition in a future pregnancy. Results While only 33% sample indicated they would not have testing, 75% terminate if fetus was affected. In multivariable logistic regression analysis, Asians...

Research Findings: Early elementary school is a crucial time for the development of executive functions, but less known about impact parent-child narratives on function in children this age group. This study aims to investigate influence parental scaffolding styles co-constructed transitional kindergartners' function. The sample comprised 35 Hispanic and non-Hispanic dyads, who were video recorded discussing past experience at home. Video recordings transcribed coded strategies. Through...

Abstract Background Prior research has described the prevalence and utility of questions in children's language learning environment. However, there been little empirical investigation interaction sequences that ensue following caregiver questions. Understanding these interactions may be especially important for children with autism spectrum disorder (ASD), who have difficulty engaging reciprocal interactions. Question–response–evaluation (QRE) are a particular type sequence launched by...

To understand the ASD diagnosis and treatment pathways for US families, N = 38 Mexican-heritage mothers were interviewed about how when they obtained an their children. Most children (84%) diagnosed between two three years old. One-third of reported receiving four to seven referrals before diagnosis. Mothers identified multiple circumstances including diagnoses services offered A case study design documented experiences representative participants. As compared previous studies that utilized...

The question of how home activities advance the early social and cognitive development Latino children receives growing attention from psychologists scientists. Some scholars practitioners, focused on promoting "school readiness," frame problem as weak parenting, signaled by insufficient rich language or academic skills. Other theorists, rooted in ecocultural theory, argue that socialization engagement are culturally situated within routine activities. These activity structures vary change...

This longitudinal unusual case study explored the efficacy of a Research Practice Partnership (RPP) between researchers and educators aiming to promote inclusion students identified as having Special Educational Needs Disabilities (SEND) in an urban, highly diverse, high-need elementary school Southern California. In context this study, RPP is defined approach where work collaboratively over time solve pressing pedagogical problems mutual concern. Lessons have been constructed implemented by...

This study examined the daily routines and activities of Mexican-heritage mothers their children with autism spectrum disorder. Experienced sampling methods were used to capture families’ current activities, how parents valued those whether activity was part child’s disorder intervention. A total 32 texted five times per day over consecutive days for a 721 observations. Mothers frequently engaged in Self-Care (e.g. showering), General Caregiving cooking), House Chores laundry). Children...

We investigate how Mexican-heritage mothers' socialization beliefs and strategies contribute to their preschool children's school readiness. While Latinx children typically start kindergarten with strong social competencies, they also less early literacy math skills, in comparison non-Latinx peers. propose that-paralleling Lareau's (2003) theory of "concerted cultivation," whereby White, middle-class parents purportedly display great intentionality nurturing the academic extracurricular...