@article{pearson_martin_stewart-ginsburg_malone_manns_johnson_macko_rivera_lewis_green_et al._2024, title={Analyzing Community-Based Support Requests Made by Black Families Raising Autistic Children}, volume={9}, ISSN={["1573-3432"]}, url={https://doi.org/10.1007/s10803-024-06539-4}, DOI={10.1007/s10803-024-06539-4}, abstractNote={Black families experience additional barriers to accessing autism-related supports compared to White families. Community organizations can help mitigate the negative impact of systemic inequities and lack of support that Black caregivers of autistic family members experience. Little is known about the types of support Black families seek from these organizations. Therefore, the purpose of this study was to explore the support needs of Black families raising autistic children as evidenced by communication patterns in a community-based statewide autism organization. Our research questions were: (1) What are the autism-related support needs of Black families raising autistic children; and (2) How do familial demographics influence these support needs?}, journal={JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS}, author={Pearson, Jamie N. and Martin, DeVoshia L. Mason and Stewart-Ginsburg, Jared H. and Malone, Kayla M. and Manns, Lonnie D. and Johnson, Janelle A. and Macko, Jennifer and Rivera, Amelia D. and Lewis, Jetta and Green, Keshia and et al.}, year={2024}, month={Sep} }
 @article{pearson_manns_stewart-ginsburg_martin_johnson_2024, title={Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children}, volume={8}, ISSN={["2163-5560"]}, url={https://doi.org/10.1177/00144029241271151}, DOI={10.1177/00144029241271151}, abstractNote={Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the experiences of FPAs may help researchers and practitioners better address the needs of Black autistic children and their families. The purpose of this qualitative study was to explore FPAs’ experiences providing autism-related services and resources for Black families with autistic children. We conducted focus groups with 32 FPAs from two agencies in one southeastern state. Three themes emerged from our inductive data analysis regarding FPA experiences: (a) serving multiple roles; (b) working with “zero resources”; and (c) variations in racial responsivity. Given our findings, we call for FPAs to ensure they are considering and responding to the intersecting impact of race on families’ experiences with autism diagnosis and services.}, journal={EXCEPTIONAL CHILDREN}, author={Pearson, Jamie N. and Manns, Lonnie D. C. and Stewart-Ginsburg, Jared H. and Martin, DeVoshia L. Mason and Johnson, Janelle A.}, year={2024}, month={Aug} }
 @article{fannin_williams_fuller_pearson_boyd_drame_taylor_dickerson_spinks-franklin_coles-white_2024, title={Unpacking the prevalence: A warning against overstating the recently narrowed gap for Black autistic youth}, ISSN={["1939-3806"]}, DOI={10.1002/aur.3168}, abstractNote={Abstract Recent findings from the Centers for Disease Control and Prevention's (CDC) Autism and Developmental Disabilities Monitoring (ADDM) Network's 2020 prevalence report indicate that disparities in autism diagnoses between Black and White youth have narrowed, reflecting improved screening, awareness, and access to services (Maenner et al., 2023. Morbidity and Mortality Weekly Report . Surveillance Summaries ( Washington , D . C .: 2002 ), 72 , 1–14.). Claims of reducing disparities beyond prevalence rates, however, are not fully supported, as indicated by the reality that Black youth whose screenings indicate autistic traits are still not being referred for full evaluation or early intervention services at the same rate as their White peers (Major et al., 2020. Autism , 24 , 1629–1638; Smith et al., 2020. Pediatrics , 145 , S35–S46.). Black 8‐year‐olds identified as autistic still experience disparate educational placements (Waitoller et al., 2010. The Journal of Special Education . 44 , 29–49.) where services may not be autism‐specific or have Individual Education Plan goals only focused on “behavior problems” (Severini et al., 2018. Journal of Autism and Developmental Disorders , 48 , 3261–3272.), are served in the most restrictive environments (Skiba et al., 2006. Exceptional Children , 72 , 411–424.) and lack consistent augmentative and alternative communication support (Pope et al., 2022. American Journal of Speech‐Language Pathology , 31 , 2159–2174.). Additionally, ADMM researchers report consistent disparities in the identification of co‐occurring intellectual disability where Black autistic children have significantly more co‐occurrences than White autistic children. The purpose of this commentary is to first examine the assertion that the narrowed gap indicates, “…improved…access to services among historically underserved groups,” (p. 9) (Maenner et al., 2023. Morbidity and Mortality Weekly Report . Surveillance Summaries ( Washington , D . C .: 2002 ), 72 , 1–14.). We will then recommend strategies to address the ongoing disparities.}, journal={AUTISM RESEARCH}, author={Fannin, Danai Kasambira and Williams, Ed-Dee G. and Fuller, Marcus and Pearson, Jamie N. and Boyd, Brian A. and Drame, Elizabeth R. and Taylor, Jonte' and Dickerson, Aisha S. and Spinks-Franklin, Adiaha and Coles-White, D' Jaris}, year={2024}, month={May} }
 @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{steinbrenner_mcintyre_rentschler_pearson_luelmo_jaramillo_boyd_wong_nowell_odom_et al._2022, title={Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices}, ISSN={["1461-7005"]}, DOI={10.1177/13623613211072593}, abstractNote={ There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a large-scale systematic review of autism intervention research (1990–2017). Trained research assistants reviewed 1013 articles and extracted data on the reporting of race and ethnicity data and the inclusion of participants from different racial and ethnic categories from each article. Only 25% of the articles reported any data on race and ethnicity and reporting over time has slowly increased across the 28 years of the review. Descriptive statistics suggest that race and ethnicity reporting varied by study design, intervention, and outcomes. In studies with reported data, White participants had the highest rate of participation (64.8%), with a large gap between the next highest rates of participation, which were among Hispanic/Latino (9.4%), Black (7.7%), and Asian (6.4%) participants. The lack of reporting and the limited inclusion of participants across minoritized racial and ethnic groups are concerning and suggest a need to examine practices in autism research from planning to dissemination. Lay Abstract Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. }, journal={AUTISM}, author={Steinbrenner, Jessica R. and McIntyre, Nancy and Rentschler, Lindsay F. and Pearson, Jamie N. and Luelmo, Paul and Jaramillo, Maria Elizabeth and Boyd, Brian A. and Wong, Connie and Nowell, Sallie W. and Odom, Samuel L. and et al.}, year={2022}, month={Jan} }
 @article{malone_pearson_palazzo_manns_rivera_mason martin_2022, title={The Scholarly Neglect of Black Autistic Adults in Autism Research}, ISSN={["2573-959X"]}, DOI={10.1089/aut.2021.0086}, abstractNote={Black autistic individuals, regardless of age, have not been centered in autism research. Instead, they often exist on the margins-on the periphery of autism research. In fact, Black autistic adults are largely absent from the literature. Most participants in autism research are majority-white autistic individuals and families. In this conceptual article, we use intersectionality and Dis/ability Studies and Critical Race Theory theories to contextualize Black autistic adults' experiences. Second, we argue that systemic disparities and methodological concerns are two contributors to the scholarly neglect of Black autistic adults in autism research. Third, we provide guidelines to support researchers in moving from neglect to inclusive research with Black autistic adults.}, journal={AUTISM IN ADULTHOOD}, author={Malone, Kayla M. and Pearson, Jamie N. and Palazzo, Kayla N. and Manns, Lonnie D. and Rivera, Amelia Q. and Mason Martin, DeVoshia L.}, year={2022}, month={Sep} }
 @article{pearson_meadan_2021, title={FACES: An Advocacy Intervention for African American Parents of Children With Autism}, volume={59}, ISSN={["1934-9556"]}, DOI={10.1352/1934-9556-59.2.155}, abstractNote={Abstract
               Children with autism and their families often face challenges accessing early intervention and related services. African American children face additional challenges due to disparities in diagnoses and access to services. These disparities present a great need for parent advocacy to combat culturally insensitive service delivery and strained parent-professional partnerships. In this sequential mixed methods study, we piloted a 6-week parent-training intervention (FACES) among African American parents of children with autism and evaluated participants' empowerment, advocacy, and partnerships pre- and postintervention. Results indicated that parents' advocacy, sense of empowerment, and community support were strengthened, following the FACES program. Participants also described the FACES intervention as socially valid. Implications for research and practice are discussed.}, number={2}, journal={INTELLECTUAL AND DEVELOPMENTAL DISABILITIES}, author={Pearson, Jamie N. and Meadan, Hedda}, year={2021}, month={Apr}, pages={155–171} }
 @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{pearson_akamoglu_chung_meadan_2019, title={Building Family-Professional Partnerships with Culturally, Linguistically, and Economically Diverse Families of Young Children}, volume={21}, ISSN={["1532-7892"]}, DOI={10.1080/15210960.2019.1686381}, abstractNote={Tamara is a single mother of two children, Isaiah (2 years old) and RaShawn (5 years old). She recently noticed that Isaiah was not developing in the same ways his older brother did when he was Isaiah’s age. Unsure of where to go with her concerns about Isaiah’s development, Tamara contacted a local University child development center that referred her to a developmental pediatrician. Following an initial visit and follow-up assessments, Isaiah was diagnosed with autism spectrum disorder (ASD), and the center gave her a referral for early intervention services. Although Tamara had heard of early intervention before, she was not sure how this service would help Isaiah and their family. She was especially concerned about practitioners coming into her home. ‘What if I have to work?’ She wondered. ‘I don’t even know these people,’ she thought. ‘How can I help Isaiah?’ she worried. Although Tamara had many reservations, she was also hopeful that her family’s journey through early intervention would be a positive one.}, number={4}, journal={MULTICULTURAL PERSPECTIVES}, author={Pearson, Jamie N. and Akamoglu, Yusuf and Chung, Moon and Meadan, Hedda}, year={2019}, pages={208–216} }
 @article{pearson_traficante_denny_malone_codd_2020, title={Meeting FACES: Preliminary Findings from a Community Workshop for Minority Parents of Children with Autism in Central North Carolina}, volume={50}, ISSN={["1573-3432"]}, DOI={10.1007/s10803-019-04295-4}, abstractNote={In North Carolina (NC), there are many resources designed to support the needs of children with autism and their families, and yet a troubling gap in underserved families' access to those services. To address this gap, the Meeting FACES workshop was designed to: (a) provide an opportunity for parents, educators, and service providers to build partnerships, (b) provide parents with opportunities to learn about available autism services in their communities, and (c) assess the needs of underrepresented families of children with autism in NC. Findings indicate that minority families of children with autism in central NC require more supports to access and navigate services. Additionally, participants were very satisfied with Meeting FACES and were interested in participating in future FACES programming.}, number={1}, journal={JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS}, author={Pearson, Jamie N. and Traficante, Amanda L. and Denny, Lauren M. and Malone, Kayla and Codd, Evadine}, year={2020}, month={Jan}, pages={1–11} }
 @article{pearson_meadan_malone_martin_2020, title={Parent and Professional Experiences Supporting African-American Children with Autism}, volume={7}, ISSN={["2196-8837"]}, DOI={10.1007/s40615-019-00659-9}, abstractNote={While the identification of autism spectrum disorder (ASD) has stabilized at 1 in 59 children in the USA, and children can now be diagnosed reliably with ASD at 2 years old, African-American children are less likely to be diagnosed with ASD. Once African-American children with ASD are identified, there is a latency between diagnosis and access to services when compared to European American children. In an effort to investigate these disparities, this qualitative study explored the experiences and perceptions of African-American parents of children with ASD. This study also explored the experiences and perceptions of professionals who support African-American children with ASD and their families. Findings indicate that (a) participants identified few facilitators to service access, and (b) both parents and healthcare providers perceived similar barriers and facilitators to early diagnoses and service access. Implications for parents, healthcare providers, and educators are discussed.}, number={2}, journal={JOURNAL OF RACIAL AND ETHNIC HEALTH DISPARITIES}, author={Pearson, Jamie N. and Meadan, Hedda and Malone, Kayla M. and Martin, Braelan M.}, year={2020}, month={Apr}, pages={305–315} }
 @article{akamoglu_meadan_pearson_cummings_2018, title={Getting Connected: Speech and Language Pathologists’ Perceptions of Building Rapport via Telepractice}, volume={30}, ISSN={1056-263X 1573-3580}, url={http://dx.doi.org/10.1007/S10882-018-9603-3}, DOI={10.1007/S10882-018-9603-3}, number={4}, journal={Journal of Developmental and Physical Disabilities}, publisher={Springer Science and Business Media LLC}, author={Akamoglu, Yusuf and Meadan, Hedda and Pearson, Jamie N. and Cummings, Katrina}, year={2018}, month={May}, pages={569–585} }
 @article{pearson_hamilton_meadan_2018, title={“We Saw Our Son Blossom” A Guide for Fostering Culturally Responsive Partnerships to Support African American Autistic Children and Their Families}, volume={3}, ISSN={2381-4764 2381-473X}, url={http://dx.doi.org/10.1044/PERSP3.SIG1.84}, DOI={10.1044/PERSP3.SIG1.84}, abstractNote={Findings related to racial and ethnic disparities in autism research indicate that there are broad socioeconomic, cultural, and language barriers that limit African American families' navigation of...}, number={1}, journal={Perspectives of the ASHA Special Interest Groups}, publisher={American Speech Language Hearing Association}, author={Pearson, Jamie N. and Hamilton, Megan-Brette and Meadan, Hedda}, year={2018}, month={Jan}, pages={84–97} }
 @article{israel_pearson_tapia_wherfel_reese_2015, title={Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis}, volume={82}, ISSN={0360-1315}, url={http://dx.doi.org/10.1016/J.COMPEDU.2014.11.022}, DOI={10.1016/J.COMPEDU.2014.11.022}, abstractNote={The purpose of this study was to investigate how elementary school teachers with limited computer science experience in a high-need school integrated computational thinking into their instruction. The researchers conducted a cross-case analysis across different instructional contexts (e.g., general education classrooms, library, art) that included multiple observations and interviews over four months. Major themes included: (a) a wide range of implementation models emerged depending on teaching contexts, (b) ongoing professional development and embedded coaching resulted in increasing participation in computing education, (c) teachers and administrators viewed barriers to implementing computing from a problem solving framework, and (d) struggling learners, including students with disabilities and those living in poverty, benefitted from computing education that included scaffolding, modeling, and peer collaboration.}, journal={Computers & Education}, publisher={Elsevier BV}, author={Israel, Maya and Pearson, Jamie N. and Tapia, Tanya and Wherfel, Quentin M. and Reese, George}, year={2015}, month={Mar}, pages={263–279} }