서브메뉴
검색
Unique Minds, Unique Families: Adapting Autism-Specific Training for Somali Families
Unique Minds, Unique Families: Adapting Autism-Specific Training for Somali Families
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152132
- ISBN
- 9798383704035
- DDC
- 370
- 저자명
- Reilly, Amber M.
- 서명/저자
- Unique Minds, Unique Families: Adapting Autism-Specific Training for Somali Families
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 161 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: B.
- 주기사항
- Advisor: Bak, Moon Young Savana;Johnson, LeAnne D.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 요약Autism is a neurodevelopmental disability that manifests uniquely amongst individuals, and autism-specific training can have positive impacts for individuals with autism and their families. However, family training is underutilized, especially for families who are culturally and linguistically diverse (CLD). When they do participate, many CLD families find that the training is not culturally appropriate, although adapting and tailoring have been acknowledged as integral to the implementation process. Thus, a three-study dissertation was conducted to further examine researcher-reporting regarding autism-specific family training and its practice for Somali families. The Somali community, a CLD group, was targeted as their rates of autism identification are disproportionately higher than any other racial or ethnic group. In Study 1, to understand more about autism-specific family training, a body of literature used to document parent-implemented interventions as an evidence-based practice was examined for variables that support practitioners' ability to replicate the practice themselves, including demographic variables of individuals involved, social validity assessment, and the characteristics of ecological validity. Through interviews, Study 2 examined how practitioners implemented autism-specific training for Somali families, including what adaptations they made and why. Study 3 examined the barriers and facilitators the practitioners encountered during training for Somali families through interviews and online questionnaires. All studies point to the importance of supporting practitioners to provide high-quality autism-specific training for all families, including CLD families such as the Somali community, and discussions highlight action steps for all agents in the implementation process, including researchers, practitioners, organizations, and the larger community.
- 일반주제명
- Educational psychology
- 일반주제명
- Special education
- 일반주제명
- Behavioral sciences
- 일반주제명
- Disability studies
- 키워드
- Adaptations
- 키워드
- Autism
- 키워드
- Somali community
- 키워드
- Parent training
- 기타저자
- University of Minnesota Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-02B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017163082
■00520250211152132
■006m o d
■007cr#unu||||||||
■020 ▼a9798383704035
■035 ▼a(MiAaPQ)AAI31483606
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aReilly, Amber M.
■24510▼aUnique Minds, Unique Families: Adapting Autism-Specific Training for Somali Families
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a161 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: B.
■500 ▼aAdvisor: Bak, Moon Young Savana;Johnson, LeAnne D.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aAutism is a neurodevelopmental disability that manifests uniquely amongst individuals, and autism-specific training can have positive impacts for individuals with autism and their families. However, family training is underutilized, especially for families who are culturally and linguistically diverse (CLD). When they do participate, many CLD families find that the training is not culturally appropriate, although adapting and tailoring have been acknowledged as integral to the implementation process. Thus, a three-study dissertation was conducted to further examine researcher-reporting regarding autism-specific family training and its practice for Somali families. The Somali community, a CLD group, was targeted as their rates of autism identification are disproportionately higher than any other racial or ethnic group. In Study 1, to understand more about autism-specific family training, a body of literature used to document parent-implemented interventions as an evidence-based practice was examined for variables that support practitioners' ability to replicate the practice themselves, including demographic variables of individuals involved, social validity assessment, and the characteristics of ecological validity. Through interviews, Study 2 examined how practitioners implemented autism-specific training for Somali families, including what adaptations they made and why. Study 3 examined the barriers and facilitators the practitioners encountered during training for Somali families through interviews and online questionnaires. All studies point to the importance of supporting practitioners to provide high-quality autism-specific training for all families, including CLD families such as the Somali community, and discussions highlight action steps for all agents in the implementation process, including researchers, practitioners, organizations, and the larger community.
■590 ▼aSchool code: 0130.
■650 4▼aEducational psychology
■650 4▼aSpecial education
■650 4▼aBehavioral sciences
■650 4▼aIndividual & family studies
■650 4▼aDisability studies
■653 ▼aAdaptations
■653 ▼aAutism
■653 ▼aSomali community
■653 ▼aParent training
■653 ▼aNeurodevelopmental disability
■690 ▼a0525
■690 ▼a0529
■690 ▼a0602
■690 ▼a0201
■690 ▼a0628
■71020▼aUniversity of Minnesota▼bEducational Psychology.
■7730 ▼tDissertations Abstracts International▼g86-02B.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163082▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
