Examining the effectiveness of the ASISTIR program for Latinx families of youth with autism spectrum disorder (ASD)
Aleman-Tovar, Janeth
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https://hdl.handle.net/2142/115564
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.
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