@article{stewart-ginsburg_mccuiston_simmons_kaur_herzog_haselden_2024, title={Self-Care is Not Enough: Effects of Self-Care Self-Monitoring Intervention on Teacher Candidates’ Resilience and Self-Efficacy}, url={https://doi.org/10.1080/01626620.2024.2342906}, DOI={10.1080/01626620.2024.2342906}, abstractNote={Educator preparation programs must prepare teachers to endure the demands of the profession. Teacher candidates can develop skills to mitigate stress and develop resilience and self-efficacy necessary for the current reality of the teaching profession. We implemented a randomized control trial to evaluate the effects of a self-care self-monitoring intervention on teacher candidates' resilience and self-efficacy. Participants assigned to the treatment group created self-care goals and monitored their weekly progress toward their goals. We found no significant effects of the self-monitoring tool on teacher candidates' resilience and self-efficacy. We contextualize our findings within the current teacher attrition and retention crisis and share implications for educator preparation programs.}, journal={Action in Teacher Education}, author={Stewart-Ginsburg, Jared H. and McCuiston, Kimberly F. and Simmons, Lindsay M. and Kaur, Daljit and Herzog, Teresa K. and Haselden, Kathryn G.}, year={2024}, month={Apr} }
 @article{shogren_mazzotti_hicks_raley_gerasimova_pace_kwiatek_fredrick_stewart-ginsburg_chapman_et al._2024, title={The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities}, url={https://doi.org/10.1177/21651434221146470}, DOI={10.1177/21651434221146470}, abstractNote={ Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster-randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice. }, journal={Career Development and Transition for Exceptional Individuals}, author={Shogren, Karrie A. and Mazzotti, Valerie L. and Hicks, Tyler A. and Raley, Sheida K. and Gerasimova, Daria and Pace, Jesse R. and Kwiatek, Stephen M. and Fredrick, Darcy and Stewart-Ginsburg, Jared H. and Chapman, Richard and et al.}, year={2024}, month={Feb} }
 @article{pearson_malone_stewart-ginsburg_manns_martin_palazzo_2024, title={“We Should All Be Welcome:” A Discourse Analysis of Religious Coping for Black Parents Raising Autistic Children}, url={https://doi.org/10.1080/23312521.2023.2178993}, DOI={10.1080/23312521.2023.2178993}, abstractNote={Disability for Black families raising autistic children is often inseparable from religious identity and experience. Black parents raising autistic children may rely on their religion to create meaning and seek guidance, but they may also experience unmet support needs from their religious congregations. In this study we analyzed group session transcripts and written responses using Foucauldian Critical Discourse Analysis to highlight the voices of seven Black parents raising autistic children in the context of a parent advocacy program. We aimed to understand the micro-, meso-, and macro-level processes that maintain stigma and barriers to communal coping. Implications for religious leaders and future research are noted.}, journal={Journal of Disability & Religion}, author={Pearson, Jamie N. and Malone, Kayla M. and Stewart-Ginsburg, Jared H. and Manns, Lonnie D. C. and Martin, DeVoshia M. and Palazzo, K. M.}, year={2024}, month={Apr} }
 @article{stewart-ginsburg_kittelman_rowe_2023, title={Increasing Community Inclusion for Students With Disabilities}, volume={6}, url={http://dx.doi.org/10.1177/00400599231178600}, DOI={10.1177/00400599231178600}, journal={TEACHING Exceptional Children}, publisher={SAGE Publications}, author={Stewart-Ginsburg, Jared and Kittelman, Angus and Rowe, Dawn A.}, year={2023}, month={Jun} }
 @article{pearson_stewart-ginsburg_malone_manns_martin_sturdivant_2022, title={Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth}, ISSN={["1532-7035"]}, url={https://doi.org/10.1080/09362835.2022.2100392}, DOI={10.1080/09362835.2022.2100392}, abstractNote={ABSTRACT Despite increased diagnostic prevalence, Black parents raising autistic youth still experience additional and unique barriers to accessing and using autism-related services compared to their non-Black peers. Increasing parent advocacy capacity may be one way to reduce these disparities. This efficacy study examined the effects of the FACES advocacy program on advocacy capacity for Black parents raising autistic youth. Authors used a quasi-experimental research design that compared pretest and posttest measures for 16 Black parents raising autistic youth. Intervention participants demonstrated increases in family empowerment, school communication, and perceptions of advocacy ability. Findings offer emergent evidence of advocacy programs for Black families raising autistic youth.}, journal={EXCEPTIONALITY}, author={Pearson, Jamie N. and Stewart-Ginsburg, Jared H. and Malone, Kayla and Manns, Lonnie and Martin, DeVoshia Mason and Sturdivant, Danyale}, year={2022}, month={Jul} }
 @article{mazzotti_shogren_stewart-ginsburg_wysenski_burke_hildebrandt_2022, title={Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination}, volume={69}, url={https://doi.org/10.1080/1034912X.2021.1959022}, DOI={10.1080/1034912X.2021.1959022}, abstractNote={ABSTRACT To promote and enhance self-determination, the Self-Determined Learning Model of Instruction (SDLMI) was developed for teachers to teach students the skills needed to engage in goal-directed actions. The SDLMI was originally designed to be delivered by teachers, but technologies are emerging that can provide an alternative medium to delivering instructional content and promoting individualised learning experiences. This study: (a) describes the iterative development of the Goal-Setting Challenge (GSC) App, which ‘translates’ the SDLMI into a web-based platform; and (b) shares findings from focus groups with students and teachers to support student engagement with the App with a focus on usability and feasibility. The first phase of an iterative multi-year project to develop the GSC App for students with disabilities is described. Two themes (motivation and engagement, modifications and accessibility) emerged from participant focus groups and informed iterative development. Limitations and implications for future research and practice are discussed.}, number={1}, journal={International Journal of Disability, Development and Education}, publisher={Informa UK Limited}, author={Mazzotti, Valerie L. and Shogren, Karrie and Stewart-Ginsburg, Jared and Wysenski, Danielle and Burke, Kathryn and Hildebrandt, Lisa}, year={2022}, month={Jan}, pages={331–351} }
 @article{pearson_stewart-ginsburg_malone_harris_2021, title={Faith and FACES: Black Parents' Perceptions of Autism, Faith, and Coping}, volume={88}, ISSN={["2163-5560"]}, url={https://doi.org/10.1177/00144029211034152}, DOI={10.1177/00144029211034152}, abstractNote={ Faith, spirituality, and religious involvement can promote stress-related coping for parents raising children with autism, yet little research has explored religious coping in Black parents raising children with autism. Given the high levels of religiosity and increased incidence of autism in Black families, the purpose of this qualitative study was to highlight perceptions of Black parents raising children with autism on mental health and religious coping within the context of a parent advocacy intervention efficacy study. We used a grounded theory method with structural coding of group session transcripts and written responses to center the voices of seven Black parents raising children with autism. Three significant findings emerged: (a) mental health conceptualization; (b) double disenfranchisement; and (c) communal coping. }, number={3}, journal={EXCEPTIONAL CHILDREN}, publisher={SAGE Publications}, author={Pearson, Jamie N. and Stewart-Ginsburg, Jared H. and Malone, Kayla and Harris, Janee R. Avent}, year={2021}, month={Nov} }
 @article{stewart-ginsburg_kwiatek_2020, title={Partnerships From the Pews: Promoting Interagency Collaboration With Religious Organizations}, volume={6}, url={https://doi.org/10.1177/2165143420929660}, DOI={10.1177/2165143420929660}, abstractNote={ Religious organizations often serve as mainstays of communities, especially rural communities with otherwise limited support to promote improved transition outcomes. Yet, religious organizations appear not to be utilized as agencies in transition service partnerships. This article addresses involving religious organizations in the transition process through interagency collaboration by providing strategies, supported by literature, for engaging religious organizations as collaborative partners for community-based instruction and skill development opportunities for students preparing for adult life. Suggestions demonstrate how religious organizations and school systems can have mutually beneficial partnerships. }, journal={Career Development and Transition for Exceptional Individuals}, publisher={SAGE Publications}, author={Stewart-Ginsburg, Jared H. and Kwiatek, Stephen M.}, year={2020}, month={Aug}, pages={216514342092966} }
 @article{stewart-ginsburg_baughan_smith_collins_2020, title={Sanctuaries, “Special Needs,” and Service: Religious Leader Perceptions on Including Children with Disability}, volume={24}, url={https://doi.org/10.1080/23312521.2020.1776188}, DOI={10.1080/23312521.2020.1776188}, abstractNote={Abstract Religion can play an important role in the life of a family of a child with a disability, but children with disabilities and their family members often reported they did not feel supported in religious environments. Families often indicated religious leaders were a factor that can change perception. This study investigated the experience, knowledge, and attitudes of faith community leaders on including children with disabilities and their families in religious organizations. Participants included clergy and staff members who serve in leadership capacities. The study utilized a mixed-methods approach including an online survey and focus group meetings. This article reports the quantitative results. Participants reported inclusive attitudes, but varying experience and minimal training in this area. Trends found in responses were explored and corroborated to examine relationships between data sets and the body of literature.}, number={4}, journal={Journal of Disability & Religion}, publisher={Informa UK Limited}, author={Stewart-Ginsburg, Jared H. and Baughan, Cynthia C. and Smith, JaneDiane and Collins, Belva C.}, year={2020}, month={Oct}, pages={413–430} }