Differences in Perceived Need for Medical, Therapeutic, and Family Support Services Among Caregivers of Children With Autism Spectrum Disorder

Although children across the world experience autism spectrum disorder (ASD), most research on ASD has been conducted using Western cultural perspectives and has focused primarily on mothers, leaving significant gaps in the literature. This study aimed to address these gaps by exploring the experiences of fathers raising children with ASD in a Bedouin community. To this end, a sample of 19 fathers of children (aged 6–15 years) with ASD living in recognized and unrecognized Bedouin settlements in the Negev participated in ethnographic, semi-structured interviews designed to investigate their experiences with raising a child with ASD in their community. Two major themes emerged: the challenges that Bedouin fathers of children with ASD face, and the influence of socio-demographic and cultural characteristics on their experience. Findings reflect the complex experiences of fathers raising children with ASD in the Bedouin community, stemming from their socio-cultural context and the limited knowledge and support services that are available in the community for these children. This article concludes with recommendations on how to enhance professional sensitivity and provide more culturally tailored services for parents of children with ASD.

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Mental Health of Parents of Special Needs Children in China during the COVID-19 Pandemic

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17249519 ◽

2020 ◽

Vol 17 (24) ◽

pp. 9519

Author(s):

Sui-Qing Chen ◽

Shu-Dan Chen ◽

Xing-Kai Li ◽

Jie Ren

Keyword(s):

Mental Health ◽

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Family Support ◽

Behavioral Problems ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Special Needs Children ◽

Parenting Distress

We assessed the mental health of parents (N = 1450, Mage = 40.76) of special needs children during the COVID-19 pandemic. We conducted an online survey comprising items on demographic data; two self-designed questionnaires (children’s behavioral problems/psychological demand of parents during COVID-19); and four standardized questionnaires, including the General Health Questionnaire, Perceived Social Support, Parenting Stress Index, and Neuroticism Extraversion Openness Five Factor Inventory. The results showed that there were significant differences among parents of children with different challenges. Parents of children with autism spectrum disorder were more likely to have mental health problems compared to parents whose children had an intellectual disability or a visual or hearing impairment. Behavioral problems of children and psychological demands of parents were common factors predicting the mental health of all parents. Parent–child dysfunctional interactions and parenting distress were associated with parents of children with autism spectrum disorder. Family support, having a difficult child, and parenting distress were associated with having children with an intellectual disability. It is necessary to pay attention to the parents’ mental health, provide more social and family support, and reduce parenting pressures.

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The Relationships Among Adaptive Behaviors of Children with Autism Spectrum Disorder, Their Family Support Networks, Parental Stress, and Parental Coping

10.21007/etd.cghs.2008.0123 ◽

2008 ◽

Cited By ~ 1

Author(s):

Heather Hall

Keyword(s):

Autism Spectrum Disorder ◽

Family Support ◽

Parental Stress ◽

Children With Autism ◽

Autism Spectrum ◽

Support Networks ◽

Spectrum Disorder ◽

Adaptive Behaviors ◽

Parental Coping

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Family support provided to children with autism spectrum disorder during COVID-19 pandemic: الدعم الأسري المقدم للأبناء ذوي اضطراب طيف التوحد في ظل جائحة COVID-19

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.r130920 ◽

2021 ◽

Vol 5 (5) ◽

Author(s):

Suhair Mamdouh Al-Tal, Fuad Eid Al-Jawaldeh, Heyam Musa Al-T

Keyword(s):

Autism Spectrum Disorder ◽

Family Support ◽

Economic Status ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Three Dimensions ◽

Validity And Reliability ◽

The Mean ◽

The Impact

The study aimed to identify the level of family support provided to children with autism in light of the Covid 19 pandemic, and the Descriptive analytical method was adopted. To achieve the goals of this study, the researchers developed a tool that consisted of (29) items distributed into (3) dimensions (psychological, training, and recreational). The indications for the validity and reliability of this tool have been verified. The study sample included (86) mothers of children with autism spectrum disorder who were enrolled in special education centers for the year 2019/2020 in Amman, and the researchers reached many results, the most important of which are: The level of family support provided to children in light of the Covid 19 pandemic, according to their mothers' point of view, was average in the overall score of the Family Support Scale and in its three dimensions, where the mean of the total score was (3.34), and for the training dimension the mean was (3.51), while the recreational dimension was (3.41) and the psychological dimension was (3.12), the results indicated that there were no statistically significant differences at the level of significance (α = 0.05) in the level of family support provided to children with autism spectrum disorder in light of the Covid 19 pandemic according to the variables (economic status and educational qualification of mothers) and (age variable for children). The study recommended conducting more studies related to the impact of the Covid 19 pandemic on people with disabilities specifically for people with autism spectrum disorder, it also recommended to the relevant authorities the necessity to provide families and mothers of children with autism spectrum disorder with sufficient and necessary information about family support, its importance and the mechanism of its implementation

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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