Cheryl Wright

Attachment Security Among Mothers and Their Young Children Living in Poverty: Associations with Maternal, Child, and Contextual Characteristics

In order to extend previous research and inform intervention programs, the goal of the present study was to further understand variability in mother-child attachment security among high-risk families living in poverty. Mothers (65% Hispanic) and their young children who were in a home visitor program (n = 74) to connect families with basic services or who were on the waiting list (n = 27) for the program were visited at home. Mothers completed the Attachment Q-Set, the Parenting Stress Index, and a questionnaire on beliefs about the role of play in childrens development and parenting efficacy in either Spanish or English. Observers assessed maternal sensitivity and the presence of appropriate play materials. Results indicated that maternal, child, and contextual variables were significantly associated with attachment security. Furthermore, greater cumulative assets were related to more secure attachment relationships.

School readiness of low-income children at risk for school failure

The goal of this research project was to gain information about the readiness skills of kindergarten children in 11 inner city schools with the highest poverty rates in the Salt Lake City School District. Kindergarten teachers and principals in these schools were interviewed regarding their perceptions of the readiness skills needed for these children to be successful in their schools. A summary of the readiness skills of the kindergarten children was derived from a state mandated Pre-Kindergarten Assessment. Most principals stressed childrens social and emotional development as a priority in school readiness. The majority of teachers emphasized literacy as a prerequisite for school success. Yet, the Pre-Kindergarten Assessment revealed that one fourth of the children could not identify the front of a book and two thirds of the children did not know where to start or which direction to go when reading. Half of the parents of these children reported that they rarely read to their children and that they had only visited a library once or not at all. The gap between the readiness skills educators think these children need and the skills children enter school with presents a serious problem for educators and policy makers. Multiple intervention strategies are recommended including providing education and home activities to enhance childrens readiness skills, coordinating access to early childhood programs, and educating parents on available community resources.

Autism spectrum disorder and the applied collaborative approach: a review of community based participatory research and participatory action research

The quest to understand ASD is monumental, dramatic and paradigmatically shifting. Research advances in ASD challenge the traditional understanding of autism and call for a “reconceptualization” of autism given the revolutionary impact of recent discoveries. Related to this reconceptualization of autism, are the countervailing forces signaling a shift in the research “agenda” where individuals with ASD are part of the research process–and offer an understanding of autism beyond bench science and traditional scholarship. Although many interpretations of autism remain grounded in the biomedical paradigm, individuals with autism, through narrative self-representations and activities are changing the perspective of autism transforming it from “cure to community.” The involvement of individuals with ASD, along with their families, and school and workplace representatives moves research closer to a “communityengaged” endeavor and helps to build a stronger science that is translational and sustainable. This paper examines the role of both community-based participatory research (CBPR) and participatory action research (PAR) in the study of autism issues via the trends analyzed by Scopus in journal publications within an established time-frame of publication dates and specific search analytics. An example of using an ecological model to explore the use of CBPR and PAR in autism research is presented. The goal of this review is to determine trends in publications in these domains and to assist scholars and future researchers to consider identified publications as a part of their plans to use CBPR or PAR designs and ecological models when designing their community engaged research methodology.

Grandparents of Grandchildren with Autism Spectrum Disorders (ASD): Strengthening Relationships through Technology Activities.

This study of grandparent-grandchild relationships was embedded in the context of technology workshops offered for young children on the autism spectrum. The purpose of this research was to examine the perspectives of six involved grandparents regarding their social interactions with their grandchildren in the context of this shared technology experience. Content analysis of transcribed focus group sessions with the grandparents indicated two key themes: expectations were reframed and communication bridges were built through shared interests. Grandparents perceived that their grandchildren learned technological skills, and increased their social interactions with peers, family members (parents, siblings), and grandparents themselves. The positive experience the grandparents perceived their grandchildren to have in the program gave them hope for future educational and employment opportunities for their grandchildren. The grandparents also indicated that the shared interests in the computer program facilitated communication opportunities with their grandchildren, with other grandparents of grandchildren with ASD, and with their adult sons and daughters.

Grandparents of Grandchildren With Autism Spectrum Disorders: Influences on Engagement

This study of grandparent involvement was embedded in the context of technology workshops offered for young children with autism spectrum disorders. This research was intergenerationally focused and actively included grandparents as part of the program design. Fourteen grandparents of the seven students involved in the workshops were interviewed about their relationship with their grandchild with autism spectrum disorders, and we examined the differing levels of grandparent engagement with their grandchildren. Content analysis of transcribed one-to-one interviews with the grandparents indicated there was a range of engagement, with some grandparents being actively engaged while others were less engaged with their grandchildren with autism spectrum disorders and their activities. Implications for future research and intergenerational programs are discussed especially in the context of grandparenting grandchildren with autism spectrum disorders.

A Pediatric Literacy Education Program for Low Socioeconomic, Culturally Diverse Families

Abstract The objective of this research project is to describe parent-child activities and literacy experiences of low-income families attending an urban pediatric clinic. These data were used to educate clinic pediatricians about the needs of their patients and to facilitate the implementation of a literacy education program. Two hundred twenty-four primary caregivers of children between the ages of 1 and 5 years who spoke Spanish or English participated in clinic interviews. These low-income, diverse families engaged in many everyday activities that could facilitate the language and literacy development of their children. Barriers to greater literacy orientation among families included lack of access to childrens books and limited use of libraries. Families most at risk for low child literacy orientation were recent immigrants (primarily from Mexico) who spoke English as a second language and had not completed high school. The knowledge of everyday parent-child activities, barriers to literacy, and the identification of families at risk for low literacy orientation were used to develop a pediatric literacy program that would meet the needs of the specific clinic population.

A Creative 3D Design Programme: Building on Interests and Social Engagement for Students with Autism Spectrum Disorder (ASD)

This study explores the processes occurring during technology workshops which built on interests and enhanced social engagement for students with autism spectrum disorders (ASD). The workshops used a community based research design and focused on teaching a creative three-dimensional (3D) design programme (SketchUp™) to students with ASD. Seven boys (ages 8–17) participated in this pilot programme over a 6-month period. The methodology was a qualitative thematic analysis of videotapes and transcripts of workshop sessions. The two key themes that emerged were: (1) development of authentic peer relationships through humour, common interests, physical actions, and playful competition; and (2) the importance of a scaffolded learning environment with support from peers and an adult mentor, as opportunities for social engagement. These findings indicate that 3D design technology can build on strengths and interests of students with ASD and promote social engagement in naturally occurring environments. A positive youth development philosophy focusing on technology interests may be useful with students with ASD, especially in connection to existing service delivery models.

Assessing Visual-Spatial Creativity in Youth on the Autism Spectrum

The goal of this study was to develop a measure of creativity that builds on the strengths of youth with autism spectrum disorders (ASD). The assessment of creativity focused on the visual-spatial abilities of these youth using 3D modeling software. One of the objectives of the research was to develop a measure of creativity in an authentic learning environment that built on the interests and creative talents of youth with ASD. Traditional creativity tests may underestimate the creativity of youth with ASD because of the tests’ constrained nature, such as having a time limit, being limited to paper and pencil, testing in an over- or understimulating environment, and overlooking visual-spatial ability. A random selection of 27 student 3D design projects (out of approximately 100 projects) was assessed using dimensions of fluency, flexibility, originality, and elaboration. The validity of this assessment was examined by comparing the creativity scores of the 27 projects to the creativity scores given by a team of Google experts (3D designers and software engineers). Results indicated that the scores were significantly correlated for three of the four dimensions of the creativity assessment. There was high inter-rater reliability among coders (M = .82) using intra-class correlation (ICC). Results suggest that this assessment process could be used as a visual-spatial creativity measure for youth with ASD, as well as a creativity measure used by employers to determine real-world creative potential in their employees, particularly those with neurodiversity.

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Although participation in out-of-school activities is related to higher school functioning and psychosocial development for neurotypical youth, parents of youth with autism spectrum disorder (ASD) often report that their children often have difficulty in these activities. To address this need, we have developed a technology-based summer and after-school program that teaches youth with ASD software skills for creating 3-dimensional designs. The program involves peers with ASD who have interests in technology, family members, and supportive mentoring adults. Our preliminary results indicated that by focusing on the strengths and interests of youth with ASD, rather than on remediating deficits, we made a difference in 3 domains: increased self-esteem and confidence for youth, enhanced social engagement with peers and family members, and the acquisition of computer skills for future vocations.

Socioemotional Correlates of Creative Potential in Preschool Age Children: Thinking Beyond Student Academic Assessments

This study examines the correlates of creative potential in preschool children, with a focus on children’s social behavior. Ninety-four preschool-aged children, their mothers, and teachers participated in the study. Mothers completed a questionnaire measure of children’s shyness, and teachers reported on children’s levels of shyness, prosocial behavior, and aggression. Children completed Torrance’s Thinking Creatively in Action and Movement. Results indicated that imagination was predicted by lower levels of shyness and greater prosocial behavior, whereas divergent thinking was predicted by older child age and teacher ratings of aggression. Implications for promoting young children’s creative potential in the classroom are discussed.