The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder

2017 ◽  
Vol 34 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Johanna Anglim ◽  
Paula Prendeville ◽  
William Kinsella
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Children With Autism ◽  
Primary Teachers ◽  
Autism Spectrum ◽  
The Self ◽  
Spectrum Disorder

Therapeutic riding and children with Autism Spectrum Disorder: An application of the theory of self-efficacy

2017 ◽  
Vol 15 (4) ◽  
pp. 41
Author(s):  
Brenna Jeanne Goodwin, MS, CTRS, TRS ◽  
Brent L. Hawkins, PhD, CTRS, LRT ◽  
Jasmine A. Townsend, PhD, CTRS ◽  
Marieke Van Puymbroeck, PhD, CTRS, FDRT ◽  
Stephen Lewis, PhD, CTRS
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapeutic Riding ◽  
Children With Asd ◽  
Drill Team

Research supports claims of benefits of therapeutic riding for children with Autism Spectrum Disorder (ASD); however, the effect of specific subtypes of therapeutic riding (eg, therapeutic riding drill team) has been underinvestigated. Furthermore, the theories underlying therapeutic riding programs have not been well reported, especially among studies with children with ASD. This study used qualitative data from interviews to determine which aspects of Bandura's self-efficacy were evident among participants in a 16-week therapeutic riding drill team program. Results provided evidence of the presence of selfefficacy among participants during the program. Results of this study may be used to help recreational therapists target aspects of self-efficacy in therapeutic programs for children with ASD as a way to increase self-efficacy.

Factors related to parental therapeutic self-efficacy in a parent-mediated intervention for children with autism spectrum disorder: A mixed methods study

Autism ◽  
2020 ◽  
pp. 136236132097423
Author(s):  
Kaylin M Russell ◽  
Brooke Ingersoll
Keyword(s):  
Autism Spectrum Disorder ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mixed Methods Study ◽  
Interaction Style ◽  
Support Intervention ◽  
Family Outcomes

Parental self-efficacy, parents’ beliefs in their ability to successfully parent their child, plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one’s feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents’ therapeutic self-efficacy when implementing a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83 months old. Parents reported generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Thematic analysis of parents’ written reflections of the intervention’s lessons identified four themes that related to therapeutic self-efficacy: the importance of a good fit between the child’s skills and the intervention, the importance of a good fit between the parent’s interaction style and the intervention, environmental factors support intervention use, and the importance of the child’s response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. Coaches should specifically ask about the child’s skills, parent’s interaction style, environmental challenges, and child’s response as they support parents in learning. Lay abstract Parental self-efficacy refers to parents’ beliefs in their ability to successfully parent their child. Parental self-efficacy plays an important role in family outcomes when a child has autism spectrum disorder. It is important to consider therapeutic self-efficacy, one’s feelings of self-efficacy regarding their implementation of an intervention, within parent-mediated interventions. The goal of this mixed methods study was to better understand factors that relate to parents’ therapeutic self-efficacy when using a telehealth-based parent-mediated intervention. Participants were 51 parents of children with autism spectrum disorder between 17 and 83 months old. Parents had generally high therapeutic self-efficacy, and global parental self-efficacy was significantly related therapeutic self-efficacy. Parents’ written reflections revealed four themes that related to their therapeutic self-efficacy: the importance of a good fit between the child’s skills and the intervention, the importance of a good fit between the parent’s interaction style and the intervention, environmental factors support intervention use, and the importance of the child’s response to the intervention. Several themes differed for parents with higher and lower therapeutic self-efficacy. Findings suggest that global parental self-efficacy plays an important role in parental therapeutic self-efficacy in parent-mediated interventions. To support parents in learning, coaches should ask about the child’s skills, parent’s interaction style, environmental challenges, and child’s response.

scholarly journals DUKUNGAN SOSIAL DAN PARENTING SELF-EFFICACY PADA ORANG TUA ANAK AUTISM SPECTRUM DISORDER DI KOTA BLITAR

2018 ◽  
Vol 7 (1) ◽  
pp. 46-52
Author(s):  
Resti Albintary ◽  
Hetti Rahmawati ◽  
Farah Farida Tantiani
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Descriptive Research ◽  
The Social ◽  
The Relationship

The objective of this research is to understand the relationship between the social support and the parenting self-efficacy on child’s parent with autism spectrum disorder in Blitar City. This research is a quantitative research with correlational descriptive research design. The sample of this research were 35 parents of children with autism spectrum disorder in Blitar City. The result of this research are: (1) 68,6% child’s parent with autism spectrum disorder in Blitar City have the parenting self-efficacy in the medium category; (2) 82,9% child’s parent with autism spectrum disorder in Blitar City have social support in the high category; (3) there is a positive relationship between social support and parenting self-efficacy on child’s parent with autism spectrum disorder in Blitar City.

scholarly journals Development of an Intervention Programme for Selective Eating in Children with Autism Spectrum Disorder

2017 ◽  
Vol 30 (1) ◽  
pp. 22-32 ◽  
Author(s):  
Ayumi Miyajima ◽  
Kiyomi Tateyama ◽  
Shiori Fuji ◽  
Kazuyo Nakaoka ◽  
Kazuhisa Hirao ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Eating Behaviour ◽  
Children With Autism ◽  
Education Programme ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intervention Programme ◽  
Children With Asd ◽  
Selective Eating

Objective/Background Most parents of children with autism spectrum disorder (ASD) have difficulties with the selective eating behaviour of their children. This study aimed to develop a newly designed intervention programme on improving selective eating behaviour for parents of children with ASD and evaluate its effectiveness. Methods The participants were 23 parents of children (aged 3–6 years) with ASD. The education programme included a session that addressed approaches to improve selective eating and attitudes at meal times, with a discussion. The intervention aimed to identify the underlying factors and approaches to improve selective eating in children and the self-efficacy of parents. Results Significant differences were observed before and after the intervention in the degree of difficulty perceived by parents, their degree of self-efficacy, the number of recommendations conducted by them, their subjective view of the degree of dietary imbalance, and the number of food items consumed by their children. Conclusion We developed an interventional programme for parents of children with ASD and this programme was found to be useful. It is important for occupational therapists to consider the factors and approaches for selective eating in children with ASD in order to provide early intervention for their parents.

Contextual determinants of parental reflective functioning: Children with autism versus their typically developing siblings

Autism ◽  
2020 ◽  
Vol 24 (6) ◽  
pp. 1578-1582
Author(s):  
Yael Enav ◽  
Dana Erhard-Weiss ◽  
Amit Goldenberg ◽  
Marguerite Knudston ◽  
Antonio Y Hardan ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Reflective Functioning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Parental Reflective Functioning ◽  
The Difference ◽  
Typically Developing Siblings

Parental reflective functioning is defined as holding in mind one’s child’s thoughts, feelings, beliefs, and intentions and reflecting on how these mental states may be affecting the child’s behavior. Although parental reflective functioning is often treated as a stable feature of the parent, there is growing appreciation that it may be shaped by the context in which the parent is operating. In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy. The evidence for a disparity in parental reflective functioning between children with autism spectrum disorder and their typically developing siblings (especially for parents with low parental self-efficacy) warrants further investigations that might lead to the development of effective interventions. Lay Abstract In this study, we examined parental reflective functioning using the Parental Developmental Interview when parents were talking about their interactions with their child with autism versus the child’s typically developing siblings. Our sample included 30 parents who had a child between the ages of 3 and 18 years with a clinical diagnosis of autism spectrum disorder and at least one typically developing child. Findings indicated that parents exhibited significantly higher reflective functioning when interacting with their child with autism spectrum disorder versus the typically developing siblings, and the difference was moderated by parental self-efficacy.

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