Parents' Multi-layered Expectations when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

Abstract Background Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child. Methods Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. Results In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences. Conclusions This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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Parents Multi-layered Expectations when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

10.21203/rs.3.rs-23065/v2 ◽

2020 ◽

Author(s):

Delphine Jacobs ◽

Jean Steyaert ◽

Kris Dierickx ◽

Kristien Hens

Keyword(s):

Autism Spectrum Disorder ◽

Young Child ◽

Policy Development ◽

Interpretative Phenomenological Analysis ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Relational Experiences ◽

Depth Interview ◽

Before And After ◽

Depth Interviews

Abstract Background Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child. Methods Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. Results In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences. Conclusions This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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What Parents Expect when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

10.21203/rs.3.rs-23065/v1 ◽

2020 ◽

Cited By ~ 1

Author(s):

Delphine Jacobs ◽

Jean Steyaert ◽

Kris Dierickx ◽

Kristien Hens

Keyword(s):

Autism Spectrum Disorder ◽

Young Child ◽

Policy Development ◽

Interpretative Phenomenological Analysis ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Assessment Data ◽

Depth Interview ◽

Before And After ◽

Depth Interviews

Abstract Background Parents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). Little is known, however, about what drives and moves parents when they request a diagnostic ASD assessment of their child. Methods Seventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis. Results In this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also psycho-relational expectations. Conclusions This study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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Parents' Multi-layered Expectations when Requesting an Autism Spectrum Disorder Assessment of their Young Child: an In-Depth Interview Study

10.21203/rs.3.rs-23065/v4 ◽

2020 ◽

Author(s):

Delphine Jacobs ◽

Jean Steyaert ◽

Kris Dierickx ◽

Kristien Hens

Keyword(s):

Autism Spectrum Disorder ◽

Young Child ◽

Policy Development ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Assessment Data ◽

Depth Interview ◽

Before And After ◽

Depth Interviews ◽

Negative Expectations

Abstract BackgroundParents are valued stakeholders in research, clinical practice and policy development concerning autism spectrum disorder (ASD). However, little is known about what drives and moves parents besides their obvious worries and help request when they ask for a diagnostic ASD assessment of their child.MethodsSeventeen Flemish parents of 11 young children participated in a longitudinal study consisting of three in-depth interviews before and after their child’s diagnostic ASD assessment. Data were analysed in Nvivo 11 according to the procedures of Interpretative Phenomenological Analysis.ResultsIn this paper we report the results of the first series of interviews which were conducted after parents had asked for an ASD assessment of their young child, and before this assessment started. The pre-assessment experiences of the parents were dominated by the anticipation of various implications of an ASD diagnosis, comprising both positive and negative expectations. The theme of positive expectations consisted of two equally prominent subthemes: treatment-related implications but also expectations pertaining to their psychological and relational experiences.ConclusionsThis study suggests important issues for clinicians to bear in mind during a consultation with parents who request an ASD assessment of their young child. We argue that attending to and communicating about parents’ expectations prior to their child’s ASD assessment may help clinicians to better understand parents’ requests for help, and to address their needs more effectively.

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Implications of an Autism Spectrum Disorder Diagnosis: An Interview Study of How Physicians Experience the Diagnosis in a Young Child

Journal of Clinical Medicine ◽

10.3390/jcm7100348 ◽

2018 ◽

Vol 7 (10) ◽

pp. 348 ◽

Cited By ~ 3

Author(s):

Delphine Jacobs ◽

Jean Steyaert ◽

Kris Dierickx ◽

Kristien Hens

Keyword(s):

Autism Spectrum Disorder ◽

Clinical Practice ◽

Young Child ◽

Young Children ◽

Interpretative Phenomenological Analysis ◽

Structured Interview ◽

Autism Spectrum ◽

Phenomenological Analysis ◽

Spectrum Disorder ◽

Autism Spectrum Disorder Diagnosis

Clinicians are significant translators and interpreters towards parents of the abundant literature on autism spectrum disorder (ASD). However, how clinicians experience and view ASD and an ASD diagnosis is not well known. Sixteen physicians working with young children with a (presumed) diagnosis of ASD participated in a semi-structured interview. They described their professional view on ASD and an ASD diagnosis, and how they experienced its use in their clinical practice. Interpretative phenomenological analysis of the data revealed two main topics about physicians’ experiences: how they view ASD and an ASD diagnosis, and how they experience the implications of an ASD diagnosis. The latter topic comprised three themes: (1) the ASD diagnosis leads to a particular treatment trajectory and services; (2) ambivalence about how the ASD diagnosis impacts parents and child; and (3) psycho-relational functions of the ASD diagnosis. Physicians feel that some doubts and questions are inevitable when dealing clinically with ASD and an ASD diagnosis. They also perceive that there are certain risks associated with assigning the categorical ASD diagnosis to a young child. Altogether however, ASD is perceived by physicians as a useful and valuable diagnosis both because of treatment related consequences and of several psycho-relational implications.

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A Qualitative Study on the Resilience Process of a Father of Young Child with Autism Spectrum Disorder

Journal of the Korean society for Wellness ◽

10.21097/ksw.2016.05.11.2.213 ◽

2016 ◽

Vol 11 (2) ◽

pp. 213

Author(s):

SeongRi Kang ◽

HyunGeun Jo ◽

Yoonyong Chang

Keyword(s):

Autism Spectrum Disorder ◽

Young Child ◽

Qualitative Study ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Resilience Process

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Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽

10.1177/1362361317722028 ◽

2017 ◽

Vol 23 (1) ◽

pp. 60-70 ◽

Cited By ~ 6

Author(s):

Katie Maras ◽

Tim Gamble ◽

Mark Brosnan

Keyword(s):

Autism Spectrum Disorder ◽

Mathematics Learning ◽

Educational Interventions ◽

Autism Spectrum ◽

Feedback Condition ◽

Spectrum Disorder ◽

Metacognitive Monitoring ◽

Before And After ◽

Post Test ◽

And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

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Are Obese Patients with Autism Spectrum Disorder More Likely to Be Selenium Deficient? Research Findings on Pre- and Post-Pubertal Children

Nutrients ◽

10.3390/nu12113581 ◽

2020 ◽

Vol 12 (11) ◽

pp. 3581

Author(s):

Anna Błażewicz ◽

Iwona Szymańska ◽

Wojciech Dolliver ◽

Piotr Suchocki ◽

Jadwiga Turło ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Inductively Coupled Plasma ◽

Autism Spectrum ◽

Male Gender ◽

Spectrum Disorder ◽

Metabolic Effects ◽

Serum Selenium ◽

Sample Type ◽

Selenium Content ◽

Before And After

Selenium is involved in many metabolic pathways that are critical for life. Information concerning the metabolic effects of selenium in autism spectrum disorder (ASD) and obesity is still conflicting and incomplete. The pre- and post-pubertal selenium profiles of patients with ASD and obesity have not yet been investigated. The goal of the study was to examine selenium content before and after puberty in euthyroid children diagnosed with ASD, compared to age-matched neurotypical controls, with respect to overweight or obesity as a co-existing pathology. Serum, toenail, and 24h urine selenium levels were determined by inductively coupled plasma mass spectrometry in 287 prepubertal children (mean age 8.09 years), divided into groups: ASD with overweight/obesity (ASD+/Ob+); ASD without overweight/obesity (ASD+/Ob−); non-ASD with overweight/obesity (ASD−/Ob+); and non-ASD without overweight/obesity (ASD−/Ob−). The assessment was repeated in 258 of the children after puberty (mean age 14.26 years).The lowest serum (p < 0.001), urine (p < 0.001) and toenail (p < 0.001) selenium levels before and after puberty were observed in ASD+/Ob+ patients, and the highest in ASD−/Ob−. There were no differences in serum/toenail selenium levels between ASD+/Ob− and ASD−/Ob+ groups. The presence of ASD was associatedwith lower serum (p < 0.001) and toenail (p < 0.001) selenium in BMI-matched groups. In neurotypical patients, post-pubertal serum selenium levels were lower (p < 0.001) than pre-pubertal levels. In the multiple linear regression analyses, selenium levels showed inverse relationships with BMI (p < 0.001) and male gender (p < 0.001), irrespective of the sample type. The serum (p = 0.002) and toenail (p < 0.001) selenium levels were inversely associated with the presence of ASD. ASD, obesity/overweight, and male gender have independent impacts on selenium levels in children. Puberty may affect selenium content in neurotypical children of both genders, but not in ASD patients.

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