Examining the effectiveness of the ASISTIR program for Latinx families of youth with autism spectrum disorder (ASD)

Aleman-Tovar, Janeth

Permalink

https://hdl.handle.net/2142/115564 Copy

Description

Title

Examining the effectiveness of the ASISTIR program for Latinx families of youth with autism spectrum disorder (ASD)

Author(s)

Aleman-Tovar, Janeth

Issue Date

2022-04-19

Director of Research (if dissertation) or Advisor (if thesis)

Burke, Meghan M

Doctoral Committee Chair(s)

Burke, Meghan M

Committee Member(s)

• Corr, Catherine
• Santos, Rosa M
• Taylor, Julie L

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Transition planning
• Latinx families
• Autism spectrum disorder
• Parent education program

Abstract

The transition from adolescence to adulthood is difficult for individuals with autism spectrum disorder (ASD) and their families because they must learn to navigate school-based transition planning and the complex adult service delivery system. For Latinx (versus White) families of youth with ASD, this period is especially difficult because of the systemic barriers (e.g., language) Latinx families face when accessing services and cultural differences that may exist among themselves and service providers. To these ends, researchers have developed interventions to support families of transition-aged youth with ASD to navigate school-based transition planning and the adult service delivery system. However, few interventions target Latinx families of transition-aged youth with ASD. In this study, I examined the effectiveness, feasibility, and acceptability of the ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services) program, a six-session program for Latinx families of transition-aged youth with ASD, with respect to: increasing school-based transition planning and adult disability services knowledge, empowerment, and advocacy. Twenty-nine participants were included in this single-group, intervention study. Findings from the multiple methods (i.e., pre, post, and follow-up surveys, formative and summative evaluations, and individual interviews) indicated that the participants had significantly improved: knowledge of school-based transition planning and adult disability services, advocacy, and empowerment. Additionally, participants were highly satisfied with the program, based on the formative and summative evaluations and individual interviews. Implications for research and practice are discussed.

Graduation Semester

2022-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2022 Janeth Aleman-Tovar

Owning Collections