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.

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.