Learning capabilities and participation of children with autism spectrum disorder

About 1 in 6 children in the United States have a developmental delay or disability. NCBDDD looks at how common these conditions are, possible causes and factors that put children at risk, how to keep children safe during an emergency, and ways to improve early identification of developmental delays so that children can get services and support as early as possible.

Learning capabilities and participation of children with autism spectrum disorder

This article has been cited by other articles in PMC. Abstract Parents of children diagnosed with autism spectrum disorder often report higher levels of depression, anxiety, and mental health—related issues. The combination of stressors and family adjustment difficulties can cause distress which may develop into a crisis.

Understanding crisis in the family is important to mental health practice since it can serve as a guide in delivering service to at-risk families.

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This study investigated the subjective experience of crisis in mothers of children diagnosed with autism spectrum disorder.

Thematic analysis revealed that crisis is characterized by factors influencing four major areas: Understanding what crisis means to families of individuals with autism spectrum disorder can help inform effective preventative and crisis services.

Parents usually have the major obligation of caring for their child which includes management of problematic behaviors and balancing associated stress while overseeing the well-being of the rest of their family Seltzer et al. Mothers of children with ASD report greater emotional problems compared to mothers of children with intellectual disability without ASD and mothers of typically developing children Totsika et al.

Similarly, mothers of adolescents and adults with ASD experience higher levels of stress and emotional problems compared to other parents Abbeduto et al. We do not yet know though whether such a definition is comprehensive or representative enough to reflect the crisis experience of parents who care for individuals with ASD.

Little research exists specifically on the context of crisis within the family of individuals with ASD despite considerable research on the associated experience of stress and well-being. While many parents report positive gains in raising children with ASD e. Barry and Singer, ; Murphy and Verdeen, Recently, White et al.

The three most commonly endorsed precursors to crisis were the severity of a problem, a need for increased service, and problems with service providers.

During or following crisis, families recalled requiring social support and more strategies to help them cope, using emergency services, and being concerned about the future of their child. While White et al. Multiple frameworks of family processes emphasize that coping with stressors and successful maternal adjustment is indeed possible, but that when it fails, families can experience periods of crisis.

It is important to develop a contextualized definition of crisis that reflects the lived experience of families of individuals with ASD. Such a definition can assist in identifying common variables and mechanisms that can be targets of preventative and crisis-driven intervention Strickland, Common definitions also serve as the basis for a common understanding between clients, families, and service providers, necessary factors in a collaborative working relationship around client difficulties Dibben and Lean, Finally, comparing an ASD-specific definition of crisis to a commonly agreed upon generic definition of crisis informs us as to the particular needs of families of people with ASD compared to the general population when crisis occurs.

By defining crisis based on deconstructing and coding what families tell us, we can derive an empirically supported model of crisis, containing elements from more generic definitions but including unique aspects for those families. The purpose of this study was to explore what crisis means to mothers of children with ASD through a thematic analysis of their answers to an open-ended question.

Conducting a qualitative study can provide access to crisis-related data that are not readily observable through questionnaire report of stress or mental health problems, speaking more to the process of crisis. We examine how parent definitions of crisis compare to the common generic definition put forth by Roberts or Pattersonbuilding on them to come to a comprehensive map of the crisis experience.

The diagnoses were as follows: The vast majority of individuals with ASD were living at home Procedure The participants were recruited through online postings and email circulation by Canadian Asperger and Autism advocacy organizations.

Parents also had the opportunity to share the survey link with other parents of children with ASD; however, participation was limited to a maximum of one caregiver per family. In this study, thematic analysis was performed on data collected from a large, online survey of parents of individuals with developmental disability in Canada Weiss and Lunsky, In order to produce detailed data of a representative experience Giacomini and Cook,this analysis specifically focused on the open-ended question included in the survey, which asked parents to describe what they perceive a crisis to be: In your own words, what would a crisis look like for you?

These responses were analyzed using the thematic analysis approach outlined by Braun and Clarke This approach was chosen for its applicability to a diverse set of epistemological and theoretical approaches.

Its exploratory nature allows for the investigation of a broad research question and emphasizes assimilating and accommodating new themes as they emerge and develop. This was particularly useful when comparing themes to generic definitions of crisis.

Analysis involved identification and understanding of the participant perspective on crisis and extraction of themes present in their responses.Children with autism spectrum disorder (ASD) have thinking and learning strengths. You can use their strengths to help their development and build their skills.

Learning capabilities and participation of children with autism spectrum disorder

Children with autism spectrum disorder (ASD) face difficulties with attention and understanding, which affect their learning and development. Find out more. Increasing Participation in the Classroom for Children With Autism Spectrum Disorders Vining, Heather, "Increasing Participation in the Classroom for Children With Autism Spectrum Disorders" ().

focuses on teaching children with autism “learning to learn” competencies (Tucci et al. CDC’s National Center on Birth Defects and Developmental Disabilities (NCBDDD) is committed to understanding developmental disabilities and other conditions in order to help children and their families get the help they need.

Participation in leisure activities is beneficial for children’s health and development, including those living with Autism Spectrum Disorder (ASD).

Autism therapies - Wikipedia

Available syntheses of knowledge about participation have focused primarily on children with physical disabilities; however, little attention is. Many children on the autism spectrum have significant problems with understanding language but the problems may not be recognised because the child uses other cues in the environment to understand what is being said (e.g.

Learning capabilities and participation of children with autism spectrum disorder

watching what other children are doing).

Defining crisis in families of individuals with autism spectrum disorders