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  • SAGE Publications  (3)
  • Mandell, David S.  (3)
  • 2015-2019  (3)
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  • SAGE Publications  (3)
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  • 2015-2019  (3)
Year
  • 1
    Online Resource
    Online Resource
    Influence of Community-Level Cultural Beliefs about Autism on Families’ and Professionals’ Care for Children
    SAGE Publications ; 2018
    In:  Transcultural Psychiatry Vol. 55, No. 5 ( 2018-10), p. 623-647
    Details
    In: Transcultural Psychiatry, SAGE Publications, Vol. 55, No. 5 ( 2018-10), p. 623-647
    Abstract: This qualitative study aimed to understand how community-level cultural beliefs affect families’ and professionals’ care for children with autism and developmental delays in immigrant communities, as a first step towards promoting early identification and access to early intervention services. The study was part of the larger New York City (NYC) Korean Community Autism Project, which was designed to identify strategies to increase awareness of autism and reduce delays in treatment seeking within the NYC Korean-American community. Our study elicited early childcare workers’ and church leaders’ beliefs about autism and developmental disorders and, in particular, early intervention. We also elicited responses to newly developed outreach materials targeting this community. An inductive approach was used to identify concepts and categories associated with autism. Our study confirmed that discomfort, stigma and discrimination are the prevailing community attitudes toward autism and developmental disorders in the Korean-American community. Families’ and professionals’ understanding of autism and their care for children are affected by these community beliefs. Approaching immigrant communities with general information about child development and education rather than directly talking about autism and developmental disorders is likely to engage more families and professionals in need for diagnostic evaluation and early intervention for autism.
    Type of Medium: Online Resource
    ISSN: 1363-4615 , 1461-7471
    URL: Article
    DOI: 10.1177/1363461518779831
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2018
    detail.hit.zdb_id: 2015089-1
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  • 2
    Online Resource
    Online Resource
    All Together Now : Measuring Staff Cohesion in Special Education Classrooms
    SAGE Publications ; 2015
    In:  Journal of Psychoeducational Assessment Vol. 33, No. 4 ( 2015-07), p. 329-338
    Details
    In: Journal of Psychoeducational Assessment, SAGE Publications, Vol. 33, No. 4 ( 2015-07), p. 329-338
    Abstract: This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.
    Type of Medium: Online Resource
    ISSN: 0734-2829 , 1557-5144
    URL: Article
    DOI: 10.1177/0734282914554853
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2015
    detail.hit.zdb_id: 2202407-4
    SSG: 5,2
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    One-to-One Assistant Engagement in Autism Support Classrooms
    SAGE Publications ; 2015
    In:  Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children Vol. 38, No. 4 ( 2015-11), p. 337-346
    Details
    In: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, SAGE Publications, Vol. 38, No. 4 ( 2015-11), p. 337-346
    Abstract: Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants’ and one-to-one assistants’ engagement was significantly correlated. The low rate of one-to-one assistants’ engagement suggests an inefficient use of an important resource.
    Type of Medium: Online Resource
    ISSN: 0888-4064 , 1944-4931
    URL: Article
    DOI: 10.1177/0888406415603208
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2015
    detail.hit.zdb_id: 2493846-4
    SSG: 5,3
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