@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={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_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}, 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}, 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{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{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} }