A Phenomenological Study of Parents Accessing and Receiving Professional Care for Their Child with Autism Spectrum Disorder (ASD) During the COVID-19 Outbreak in Washington State PDF Download
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Author: Patrick M. Barry
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
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Book Description
COVID-19 changes and restrictions have necessitated a change in the way schools, mental health providers, medical providers, and other educational and therapy services provide for children with autism. This study explores, in-depth, the experience of parents of children with ASD as they have navigated the COVID-19 required changes to professional treatment and services for children with ASD and their families. Research suggests that raising a child with an autism spectrum disorder (ASD) can be an overwhelming experience for parents and families, and greater family burden is positively associated with the number of unmet professional help service needs. As services were moved to online or discontinued during COVID-19 in Washington state, participants experienced a reduced access to care and describe in this study how it impacted their families. Specifically, parents and children preferred professional supports that were in person and when treating the child, participants appreciated a whole family approach where they were included in the therapy process but were not compelled to provide the therapy. Parents added that the further isolation that lockdowns, move to online therapies, online schooling, and shutting down of parks, and other venues had an outsized negative impact on them and their family. The systemic family impact of the COVID-19 mitigation efforts by providers of professional supports were significant to parents and varied across delivery methods, age of the children, parental transgenerational challenges, and other significant factors.
Author: Patrick M. Barry
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
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Book Description
COVID-19 changes and restrictions have necessitated a change in the way schools, mental health providers, medical providers, and other educational and therapy services provide for children with autism. This study explores, in-depth, the experience of parents of children with ASD as they have navigated the COVID-19 required changes to professional treatment and services for children with ASD and their families. Research suggests that raising a child with an autism spectrum disorder (ASD) can be an overwhelming experience for parents and families, and greater family burden is positively associated with the number of unmet professional help service needs. As services were moved to online or discontinued during COVID-19 in Washington state, participants experienced a reduced access to care and describe in this study how it impacted their families. Specifically, parents and children preferred professional supports that were in person and when treating the child, participants appreciated a whole family approach where they were included in the therapy process but were not compelled to provide the therapy. Parents added that the further isolation that lockdowns, move to online therapies, online schooling, and shutting down of parks, and other venues had an outsized negative impact on them and their family. The systemic family impact of the COVID-19 mitigation efforts by providers of professional supports were significant to parents and varied across delivery methods, age of the children, parental transgenerational challenges, and other significant factors.
Author: Laura L. Mason
Publisher:
ISBN:
Category : Autism spectrum disorders in children
Languages : en
Pages : 0
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Book Description
Children with autism spectrum disorder (ASD) are uniquely vulnerable to any adverse effects of the coronavirus (COVID-19) pandemic due to greater healthcare needs, dependency on resources and services, and difficulty in adapting to environmental changes. Caregivers of children with autism also experience substantial stress, even under ideal conditions, and have simultaneously been negatively impacted by the pandemic based on disruptions in routines and social infrastructures that typically bolster against mental health problems. Comprising data from two studies, this dissertation reports changes throughout the pandemic regarding the adaptive and developmental health of children with autism; access and barriers to telehealth; and the emotional wellbeing of their parents, with an additional aim to determine whether clinical or sociodemographic characteristics affect outcomes. Study 1 was a secondary analysis of 3,941 parents of children with autism between the ages of 3- and 10-years-old, shared from the Simons Foundation Powering Autism Research for Knowledge (SPARK) national autism project. Study 2 consisted of primary data collected from 85 parents of children with ASD within this same age range, recruited throughout the United States. Both studies obtained direct responses from caregivers to comprehensively explore challenges presented by the COVID-19 pandemic and characterize the outcomes of children with ASD and their families. Participants were given an online battery of standardized and novel measures, administered across Baseline and Follow-Up timeframes (spanning 1–6 months in Study 1, and 3 months for Study 2). Tests of group and mean differences and regression analyses assessed relations among behavioral characteristics of the children, general experiences and concerns regarding current service delivery, and the impact of the COVID-19 outbreak on parental wellbeing, while quotes and free-response comments were reviewed descriptively for common themes. Results showed children with ASD mostly demonstrated increases in adaptive and self-care behaviors between evaluation points, yet still performed below chronological age-level. Most families faced disruption in autism services due to COVID-19, but transitioning to online/remote delivery has been possible and successful in some instances. Finally, all children and parents experienced negative mental health effects during this time, though the extent of this impact varied based on risk and/or protective factors inherent to each individual family. Results also uncovered demographic disparities in COVID-19-related stressors and outcomes, particularly for parents from a lower educational background, families who are economically disadvantaged, and those residing in smaller geographic areas. Thematic analyses revealed parent concerns surrounding finances, fear of sickness, and the overarching impacts on child development, given the shift in education, therapies, and social interaction opportunities. Positive changes frequently included increased time for family togetherness, reduced academic and social worry in children, and benefits provided by technology. These findings outline the impact of the coronavirus pandemic on the autism population and can guide efforts to maintain and promote health and development while in crisis and inform strategies to limit potential harm in future emergencies. The value of this dissertation is its qualitative and quantitative consideration of both child and caregiver, and emphasis on the importance of ASD services during this critical age of development, recommending both parent and provider training programs as the best method to ensure continuity of care.
Author: Matthew Bennett
Publisher: Emerald Group Publishing
ISBN: 1804550353
Category : Social Science
Languages : en
Pages : 102
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Book Description
Autism and COVID-19 both reviews the existing literature and presents new findings from a survey distributed to autistics and parents of autistics during the pandemic, all of which offer a unique and timely contribution to researchers, academics, practitioners, and those working with autistics and their families.
Author: Rebecca A. Mack
Publisher:
ISBN:
Category : Children with autism spectrum disorders
Languages : en
Pages : 0
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Book Description
The purpose of this transcendental phenomenological study was to explore the experiences with inclusion for parents of students with autism spectrum disorder (ASD) and combined intellectual impairment in elementary schools in the United States. The theory guiding this study is Bandura’s theory on social cognitive learning as it applies to students with disabilities learning from observing their peers without disabilities. This study design was a transcendental phenomenological qualitative design to explore multiple parents’ unique experiences with the same phenomenon—inclusion for their child with ASD. Participants were chosen using criterion and snowball sampling from social media groups and live across the United States. Data were collected via interviews, focus groups, and document analysis. The data were analyzed using the modified Stevick Colaizzi-Keen method from Moustakas. The data analysis led to four major themes: (a) adult support in inclusion, (b) peer relationships, (c) “closing the gap,” and (d) IEP participation. These results indicate an ongoing need for teachers to communicate and include parents in the decision-making processes for children with ASD and intellectual impairments. Keywords: autism spectrum disorder, intellectual impairment, inclusion, elementary school
Author: Sayyed Ali Samadi
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 0
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Book Description
Caregiving for individuals with autism spectrum disorders (ASDs) during COVID-19 lockdown was a challenge for parents. Daycare centers were closed, and parents had to provide 24-hour caregiving. Parents and children spent more time together during the pandemic. This study aimed to understand the impacts of online systems as parental support and to comprehend the parental perception regarding this type of service. Eight weeks of training were provided for the volunteer daycare centers. The centers covered a sizable group of parents of children with ASD in different age levels. A mixed-method approach for data collection was considered to understand the impacting factors. Telecommunication facilities enable daycare service providers to continue their support from a distance by enabling parents to provide care for a longer period and in a wider range during the pandemic. Parental feedback after the training course was collected. A low dropout rate was reported. Parents, in general, were satisfied with the course. Different contributing factors contributed to this satisfaction. Results also indicate that the use of online parental support is a good choice for parents in emergencies and times of lockdown. To understand the advantage and shortcomings of online parents,Äô training services, further studies are needed.
Author: Laura Elizabeth Solomon
Publisher:
ISBN:
Category : Autism
Languages : en
Pages : 195
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Book Description
This study aims to serve as a deconstruction of the experience of parenting a child with an autism spectrum disorder (ASD). The increasing number of families with children affected by ASDs has led to many questions about the impact of ASDs on the family unit; however, the voice of parents is sorely missing in the extant research. The history of ASDs and disability in general continues to impact the ways families, society, and professionals treat families affected by ASDs, and particularly the ways they view and value the parent-child relationship. Six mothers of children with ASDs were interviewed about their experience parenting a child on the autism spectrum and their relationship with their child. Interpretive Phenomenological Analysis (IPA) was used to give voice to the parents’ collective experiences. Clinical implications and limitations of this study, as well as directions for future research, are discussed.
Author: Nina J. Hidalgo
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Antonette Maye-Manning
Publisher:
ISBN:
Category : Autism spectrum disorders
Languages : en
Pages : 0
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Book Description
Special education teachers play an integral role in the lives of students with autism spectrum disorder. During the COVID-19 pandemic, their skills were required as online teaching necessitated new technology and strategies to aid students on a spectrum and often display symptoms affecting their school success. This study explored how high school special education teachers prepared for their students with autism spectrum disorder during the COVID-19 pandemic and the teachers’ understanding of students with autism spectrum disorder needs during virtual learning. Lev Vygotsky’s sociocultural theory, with emphasis on the more knowledgeable other, was employed. The researcher conducted semi-structured interviews for this qualitative phenomenological study. Six participants from a Facebook group were interviewed about their challenges when teaching students with autism spectrum disorder and what their school districts can do while transferring them online in times of medical disasters similar to the COVID-19 pandemic. A thematic analysis of the transcripts revealed three themes: a) working with technology, b) lack of motivation, and c) professional development. The findings provided recommendations for teachers and district administrators regarding practice with students and teachers. The study provides insights for future research.
Author: Elizabeth Jane Whittinghill
Publisher:
ISBN:
Category : Autism in children
Languages : en
Pages : 151
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Book Description
Author:
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 328
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Book Description
Over the past two decades reported rates of autism have steadily risen. The current incidence is 1 in 68 children. While autism can be reliably diagnosed at 18 months in most children with the condition, specialized autism treatment rarely begins before a child's third or fourth birthday. As screening and diagnosis procedures improve so does the need for effective early interventions for autism. Researchers and professionals have expressed a growing concern over the need for effective early interventions for infants and toddlers with autism. At the same time, there is a dearth of qualitative research exploring the needs and experiences of parents with a very young child with autism. Employing a phenomenological framework, the purpose of this study was to investigate the lived experiences of parents of a young child with autism receiving early special education services. Unstructured interviews and photo elicitation were used to generate rich, detailed descriptions of the phenomenon. Data analysis from photographic images and narrative dialogues illuminated six essential themes across participants: (a) parents as pioneers: forging the way for future families; (b) making the journey as a family; (c) navigating uncharted service systems; (d) overcoming challenges and obstacles; (e) resilience, ingenuity and hope; and (f) reflecting on the first three years and looking forward. Participants expressed that they felt this study gave them a "voice" in the research literature. This study is one of the first to investigate the lived experiences of parents as they seek and secure autism services for their child under five with autism.
