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A qualitative study to understand the experiences and coping processes of primary caregivers of children with Autism Spectrum Disorder.Fewster, Deborah Leigh. 30 June 2014 (has links)
Aim: The aim of the study is to gain deeper understanding into the lived experiences of
parents at a stimulation centre in KwaZulu-Natal, South Africa, and the coping
strategies they employ in caring for their children with Autism Spectrum Disorder (ASD).
Significance: As literature has focused on international studies this study has provided
deeper understanding of the lived experiences and coping strategies of parents of
children with ASD in a local setting within South Africa. Experiences across the age
spectrum of children, gendered differences in coping and the meaning behind having a
child with ASD provides a unique outlook on ASD as opposed to literature that focuses
on other areas.
Methods: Eleven parents participated in semi-structured interviews. These interviews
were triad, dyad or one-on-one interviews. Interviews were audiotaped and transcribed
verbatim once completed. Thematic analysis was used to analyze the data and extract
themes.
Findings: The lived experiences of parents included stressful and devastating
experiences as well as positive meaning. Daily challenges were navigated by positive
and negative coping strategies with gendered differences in coping being evident.
Parents expressed mixed feelings about the benefits of support groups and provided a
road map of advice for other parents of children with ASD.
Conclusion: Parents of children with ASD undergo enormous stress and emotional
upheaval in caring for their children. However in addition to negative experiences, they
gain some positive meaning and see it as character building. Their experiences provide
useful information for other parents undergoing the same journey. / Thesis (M.O.T.)-University of KwaZulu-Natal, Durban, 2013.
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Elevated Attention Problems and Observed Parenting in a Sample of Preschoolers with Autism Spectrum DisorderKangas-Dick, Kayleigh January 2021 (has links)
Background. The experience of parenting children with Autism Spectrum Disorder (ASD) is generally understood to encompass higher levels of parenting stress relative to families of typically developing children and, in many instances, when viewed in comparison to children with other disabilities. Emerging evidence suggests that when children with ASD present with elevated attention problems, parents may be more likely to engage in harsh parenting during dyadic interactions (Donnelly, 2015). Despite this, few studies have examined the relationship between attention problems and observed parenting in families of children with ASD, which has been well-described in the literature as a particularly challenging context for parents.
This dissertation investigated the relationship between child attention and observed parenting behaviors in a community sample of mothers of children with ASD in early childhood. The extent and nature of this relationship was further explored by observing whether parenting stress and depression played a role in mediating this relationship, and by investigating whether the relationship varied by child behavior and level of functioning. Parenting behaviors were directly observed across three dyadic tasks selected to approximate naturalistic situations in which parents and their children interact. It was hypothesized that increased attention problems would be linked to greater parenting stress, decreased positive parenting, and increased harsh parenting. Increased understanding of how attention problems relate to parenting within an ASD population will inform the selection and design of interventions uniquely suited to meet the needs of children and their families.
Methods. This sample of 42 mother-child dyads included children with ASD attending a specialized preschool, where they received Applied Behavior Analysis educational programming. Child participants ranged in age from two years, six months to five years, six months, and all diagnostic classifications were corroborated through the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., 2012). Parent and child behaviors during dyadic interactions were video recorded and then coded using the Psychological Multifactor Care Scale — ASD Adapted Preschool Version (Brassard, Donnelly, Hart, & Johnson, 2016).
These direct observations of parent and child behavior were used to examine quality of parenting, child negativity toward the mother, and child engagement in tasks during parent-child interactions. Following the interaction, mothers completed a number of self-report measures assessing demographic characteristics, Parenting Stress Index, Fourth Edition, Short Form (PSI-4: SF; Abidin, 2012, maternal depressive symptoms on the PHQ9 (Kroenke, Spitzer, & Williams, 2001), and the Attention Problems scale on the Child Behavior Checklist (Achenbach & Rescorla, 2001). Classroom teachers completed the Communication domain of the Vineland Adaptive Behavior Scales –Third Edition (Vineland-3; Sparrow, Cicchetti, & Saulnier, 2016).
Results. Children with ASD and clinically elevated attention problems (n = 19) had signifiantly lower verbal ability, more CBCL aggression, and their mothers reported signficantly more stress than children with ASD only (n = 23). Observed child engagement was significntly correlated with CBCL attention problems in the overall sample (r = -.42, p<.01), although the groups (ASD only v. ASD plus elevated attention problems) did not differ significantly (p < .06). Increased attention problems were significantly negatively related to positive parenting in this sample, even when ASD severity and verbal ability were controlled. Although a mediation model failed to support a model where attention problems predicted differences in observed parenting through parenting stress, reverse models showed increased positive parenting predicted decreased child attention problems through its effect on parenting stress. The role of maternal depressive symptoms as a mediator of this relationship was unsupported. Perhaps unsurprisingly, observed child behavior was found to be an important factor in understanding parenting behavior; however, the nature of its role was multifaceted. While observed child negativity was directly linked to lower levels of positive parenting, it moderated the relationship between child attention problems and harsh parenting, as mediated by parenting stress. In particular, attention problems were positively linked to greater stress, but this stress was more likely to be accompanied by a greater increase in harsh parenting behavior when children demonstrated negativity toward their mothers. The relationship between child attention problems and positive parenting varied by child verbal ability. For children with higher verbal ability, attention problems were linked to a drop in positive parenting, while this relationship was unsupported in children with underdeveloped communication skills.
Conclusions. Child attention problems are a powerful predictor of parenting stress and less positive parenting. While it was expected that variation in attention problems would predict differences in parenting, reverse models showed more promise in identifying and defining the relationship between these variables, where mothers who exhibited more harsh parenting and less positive parenting experienced higher levels of parenting stress and their children demonstrated increased attentional problems and decreased engagement during dyadic interactions. The strength of this relationship varied according to observed child negativity and level of functioning. Clinical implications for practitioners and future directions for research investigating parenting children with ASD are discussed.
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An interactive system to enhance social and verbal communication skills of children withautism spectrum disordersUnknown Date (has links)
Affecting one in every 68 children, Autism Spectrum Disorder (ASD) is one
of the fastest growing developmental disabilities. Scientific research has proven that
early behavioral intervention can improve learning, communication, and social skills.
Similarly, studies have shown that the usage of of-the-shelf technology boosts
motivation in children diagnosed with ASD while increasing their attention span and
ability to interact socially. Embracing perspectives from different fields of study can
lead to the development of an effective tool to complement traditional treatment
of those with ASD. This thesis documents the re-engineering, extension, and evolu-
tion of Ying, an existing web application designed to aid in the learning of autistic
children. The original methodology of Ying combines expertise from other research
areas including developmental psychology, semantic learning, and computer science.
In this work, Ying is modifed to incorporate aspects of traditional treatment, such
as Applied Behavior Analysis. Using cutting-edge software technology in areas like
voice recognition and mobile device applications, this project aspires to use software
engineering approaches and audio-visual interaction with the learner to enhance social behavior and reinforce verbal communication skills in children with ASD, while
detecting and storing learning patterns for later study. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection
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Exploring occupational therapy intervention for young children with autism spectrum disorder in South Africa.Moosa, Aneesa Ismail. 31 October 2014 (has links)
Occupational Therapy is amongst the top three interventions sought for young
children with ASD in South Africa. Due to scarce local research on OT for ASD, this
study explored the nature as well as perceptions of OTs on intervention for ASD.
Using a qualitative exploratory study design, semi-structured interviews were
conducted with twenty OTs in public and private health, as well as special needs
education. Thematic analysis was used to analyse transcribed data. OTs
descriptions and perceptions of assessment, direct and indirect intervention as well
as challenges facing families and undergraduate and qualified OTs in South Africa
were explored. Assessment for ASD utilised play based skilled observations with
limited use of standardised tests. Developmental approaches were preferred to
behavioural ones, with the majority of OTs referencing the Sensory Integration (SI)
framework for assessment and therapy, even if they were not SI certified
practitioners. The value of SI in reframing a child’s behaviour for parents was
significant. The South African Model of Creative Ability was a unique local
application to practice for ASD. Intervention in education was most ASD specific,
including AAC and visual approaches due to a comprehensive programme and
greater levels of team collaboration. A family focussed practice was most evident in
private and public health. Direct individual therapy was predominant, with all sectors
struggling to provide the intensity of therapy recommended for ASD, due to unique
contextual challenges. Undergraduate training is insufficient preparation for working
with ASD and a need for local OT specialists was identified. Implications for
research and practice are discussed. / M.O.T. University of KwaZulu-Natal, Durban 2013.
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