http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Perspectives and Practices with Latinx Families of Children with Intellectual and Developmental Disabilities
Advancing Equity and Empowerment: Perspectives and Practices with Latinx Families of Children with Intellectual and Developmental Disabilities, Volume 68 in the International Review of Research in Developmental Disabilities series, highlights new advances in the field, with this new volume presenting interesting chapters on topics such as.
Front Cover -- IRRDD80000231_LR -- IRRDD80000232_LR -- IRRDD80000233_LR -- IRRDD80000234_LR -- IRRDD_68_C_FM5_LR -- IRRDD80000236_LR -- IRRDD137_LR -- Exploring the benefits of Bayesian structural equation modeling in assessing parenting stress among latinx parents of children with disabilities -- 1The parenting stress index (PSI) and its short form -- 2Previous research on defensive responding in the PSI-SF -- 3Prior studies on the PSI-SFs factor structure and psychometric features -- 4An overview of Bayesian structural Eq. modeling and method effects -- 4.1Bayesian structural Eq. modeling -- 4.2Method effects -- 5Purpose of the current study -- 6Research questions -- 7Methods -- 7.1Participants -- 7.2Data collection processes -- 7.3Measure: parenting stress index scale-short form (PSI-SF) -- 7.4Data analysis -- 7.5Sample characteristics -- 8Results -- 8.1Descriptive statistics -- 8.2Applying BSEM to the PSI-SF -- 8.3The effects of different priors -- 8.4The effects of method factors and defensive responding scale -- 8.5Item wording effects -- 9Discussion -- 10Limitations -- 10.1Directions for future research -- 10.2Implications for practice -- 11Conclusion -- References -- IRRDD142_LR -- Faith, inclusion, and advocacy: Latine families' experiences navigating disability services and school partnerships in Catholic school communities -- 1The importance of spirituality in Latine families of children with disabilities -- 2The growth of the Latine Catholic population and Catholic school enrollment -- 2.1Catholicism, disability, and inclusion -- 3Barriers for engagement for Latine families -- 3.1Knowledge barriers, language barriers, and isolation -- 3.2Limited understanding of special education systems -- 3.3Isolation -- 4The role of advocacy -- 4.1Advocacy and resistance -- 4.2Best practices toward culturally responsive advocacy.
5Equitable collaboration framework -- 6Purpose of the study -- 7Method -- 7.1Qualitative methodology -- 7.2Researcher positionality -- 7.3Setting and participants -- 7.4Recruitment -- 7.5Procedures -- 7.6Measures -- 7.7Data analysis -- 7.8Trustworthiness -- 8Results -- 8.1Research question 1: how do Catholic teachings and mission influence the development and implementation of inclusive education practices in a parochial school setting? -- 8.2Research question 2: in what ways do teachers and school leaders advocate for students with disabilities, and how do they support and empower families to engage in the advocacy process? -- 8.3Teachers' frustrations with families and advocacy -- 8.4Research question 3: what challenges and tensions do educators encounter when advocating for students with disabilities in partnership with families, and how do they navigate these barriers in a Catholic school context? -- 8.5Families' expectations of schoolwide advocacy efforts -- 9Discussion -- 10Unrecognized advocacy -- 11Education and networking as a form of advocacy -- 12Communication breakdown -- 13Reframing engagement through the equitable collaboration framework -- 14Levels of intervention -- 15Limitations -- 16Implications for research -- 17Implications for practice -- 18Conclusion -- References -- IRRDD138_LR -- The role of school psychologists in transition planning for latinx students with intellectual and developmental disabilities: A scoping review -- 1The role of school psychologists in transition planning for latinx students with intellectual and developmental disabilities: a scoping review -- 1.1Key federal legislation related to transition planning -- 1.2Post-school outcomes for latinx students with intellectual and developmental disabilities.
1.3The role of school psychologists in supporting strength-based and culturally responsive transition planning for latinx students with IDD -- 2Methods -- 2.1Researchers' positionality -- 2.2Scoping review -- 2.3Stage 1: identifying the research questions -- 2.4Stage 2: identifying the relevant studies -- 2.5Stage 3: study selection -- 2.6Stage 4: charting the data and coding procedure -- 2.7Stage 5: collating, summarizing and reporting the results -- 3Results -- 3.1Article characteristics and trends -- 3.2Commonality in statement of problems and purpose of articles -- 3.3Characteristics the survey studies -- 3.4Research question 1: what do pre-service and in-service school psychologists know about transition planning? -- 3.5Research question 2: how are school psychologists involved in transition planning? -- 3.6Research question 3: what assessments and transition planning strategies are taught to and used by school psychologists while leveraging students' cultural and linguistic assets? -- 3.7Emerged themes for implications for future research and practice -- 4Discussion -- 4.1School psychologists' knowledge of secondary transition planning -- 4.2School psychologists involvement in secondary transition planning -- 4.3Culturally responsive assessment and transition planning strategies that are taught to and used by school psychologists -- 4.4Implications for research -- 4.5Implications for practice -- 4.6Limitations -- 5Conclusion -- References -- IRRDD139_LR -- Culturally responsive and strengths-based autism assessments for Mexican heritage families -- 1Language barriers and linguistic differences -- 2Financial and systemic barriers -- 2.1The undocumented experience -- 3Healthcare access and disparities -- 4Cultural norms and family values -- 4.1Familismo -- 4.2Importance of engaging multiple caregivers in assessments -- 4.3Respéto.
5Limitations of current screening and assessment tools -- 5.1Cultural framing and symptom interpretation -- 5.2Practice concerns: using diagnostic tools as screeners -- 5.3Moving forward: strengthening equity through clinical flexibility -- 6Shifting from a deficit-based to a strengths-based model -- 6.1Reframing how Mexican heritage families view autism -- 6.2Incorporating strengths-based language in assessments -- 7Conclusions and recommendations -- 7.1Summary of key findings -- 7.2Recommendations for practice -- 7.3Moving forward -- References -- IRRDD140_LR -- Centering family voice: Lessons from a bilingual resource binder -- 1Introduction -- 2Methods -- 3Theme development and alignment with prior research -- 4Findings: parent narratives and core themes -- 4.1Theme 1: communication gaps -- 4.2Theme 2: academics as a battlefield -- 4.3Theme 3: behavior and trauma -- 4.4Addressing the need: the bilingual resource binder -- 4.5Theme 4: advocacy by necessity -- 4.6Theme 5: strengths and joy with in-text citations -- 4.7Reflections and system-level recommendations -- 5Strengthen bilingual communication pathways -- 6Cultivate trust through relationship-building -- 7Empower families with knowledge and advocacy skills -- 8Foster collaborative academic planning -- 9Implement trauma-informed, culturally responsive practices -- 10Highlight and leverage student strengths -- 11Institutionalize family engagement roles -- 12Conclusion: centering family voice for collaborative practice -- Declaration of AI and AI-assisted technologies in the writing process -- References -- IRRDD141_LR -- A systematic literature review of programs to support Latino families of transition-aged youth with disabilities -- 1Family involvement in transition planning -- 1.1Knowledge of transition planning -- 1.2Family empowerment -- 1.3Family advocacy -- 2Purpose of literature review.
3Examining cultural responsiveness of transition planning programs for latino families: ecological validity framework -- 3.1Language -- 3.2Persons -- 3.3Metaphors -- 3.4Content and concepts -- 3.5Goals -- 3.6Methods -- 3.7Context -- 4Method -- 4.1Inclusionary and exclusionary criteria -- 4.2Search procedures and study selection -- 5Results -- 5.1Characterization of the participants and methods -- 5.2Characteristics of programs -- 5.3Culturally responsive programs: implementation of the ecological validity framework domains -- 5.4Culturally responsive programs -- 5.5Effectiveness of the programs -- 6Discussion -- 6.1Limitations -- 6.2Implications for research and practice -- 7Conclusion -- References -- Back Cover -- Blank Page -- Blank Page -- Blank Page -- Blank Page -- Blank Page -- Blank Page.
International Review of Research in Developmental Disabilities Series