The Importance of Self-Care Skills Development for Children With Autistic Spectrum Disorder From the Parents’ Perspective
DOI:
https://doi.org/10.24234/se.2021.4.2.271Keywords:
Autistic spectrum disorder, self-care, occupational therapy, occupational therapy service, independency, rehabilitationAbstract
This research aims to explore the awareness of parents of children with autistic spectrum disorder about rehabilitation services developing self-care skills. A quantitative research method was used in this work, which allows to form knowledge based on precise logic, mathematical-statistical calculations. The study included an online and paper-based questionnaire survey where 35 parents of children with autistic spectrum disorder have participated. The use of the quantitative method for data collection and analysis made it possible to rigorously adhere to the aim and the objectives of the study as well as to obtain objective results, test the accuracy of the hypothesis, and establish causation.
The summary of the results showed that the majority of parents of children with autistic spectrum disorder (81.8%) have a clear idea of ​​the services aimed at improving self-care activities and realize the importance of performing them independently. For 6.7% of parents, it was important that their children can perform self-care activities independently, but they did not take steps in that direction, and only 26.7% wanted to seek professional help. However, as parents of children with autistic spectrum disorder, select rehabilitation services for enhancing their children’s skills, being aware of appropriate services, and suitable intervention approaches were considered to be important points for approving children’s future independent life.
References
American Occupational Therapy Association (AOTA) (2008). Occupational therapy practice framework: Domain and process (2nd ed.). Am J Occup Ther; 62: pp. 625-683.
American Psychiatric Association (APA). Diagnostic and statistical manual of mental disorders, 4th eds. Washington, DC; 1994.
Bagatell, N. J., Cram, M., Alvarez, C. G., & Loehle, L. (2014). Routines of families with adolescents with autistic disorders: A comparison study: Canadian Journal of Occupational Therapy, 81, pp. 62-67. DOI: 10.1177/0008417414520691
Bumin, G., Huri, M., Salar, S., & Kayihan, H. (2015). Occupational therapy in autism. In: Autism Spectrum Disorder Michael Fitzgerald. IntechOpen; April 2nd. DOI: 10.5772/59168
Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. Am J Occup Ther, 62, pp. 416-429.
Cebula, K. R. (2011). Applied behavior analysis programs for Autism: Sibling psychosocial adjustment during and following intervention use. Journal of Autism & Developmental Disorders, 42, 847-862. http://dx.doi.org/DOI 10.1007/s10803-011-1322-x
Christiansen, Ch. H., Manville Baum, C. J, Bass Haugen. (2005). Occupational Therapy; Performance, participation, and Well-Being.
Coster, W., & Khetani, M. (2008). Measuring participation of children with disabilities: Issues and challenges. Disability Rehabilitation, 30, pp. 639–648.
Dabrowska, A., & Pisula, E. (2010). Parenting stress and coping styles in mothers and fathers of pre-school children with autism and Down syndrome. Journal of Intellectual and Disability Research, 54(3), pp. 266-280.
Gal, E., Meir, A. B., & Katz, N. (2013). Development and Reliability of the Autism Work Skills Questionnaire (AWSQ). American Journal of Occupational Therapy, 67(1): pp. 1-5.
Kientz, M.A., & Dunn, W.A. (1997). Comparison of the performance of children with and without autism on the Sensory Profile. American Journal of Occupational Therapy 51: pp. 530-537
Koenig, K., Rudney, S. (2010). Performance challenges for children and adolescents with difficulty processing and integrating sensory information: A systematic review. Ameri†can Journal of Occupational Therapy; 64(3): 430-442. doi:10.5014/ajot.2010.09073
Kuhaneck, H., & Glennon, T. J. (2001). An Introduction to Autism and the Pervasive Developmental Disorders. A Comprehensive Occupational Therapy Approach. The USA, The American Occupational Therapy Association; p. 1-22.
Kuhaneck, H. & Watling, R. (2014). Autism: A Comprehensive Occupational Therapy Approach. 3rd ed. Bethesda, MD: AOTA Press.
LeVesser, P., & Berg, C. (2011). Participation pattern in preschool children with an autism spectrum disorder. OTJR: Occupation, Participation, and Health, 31: pp. 33–39. DOI:http:// dx.doi.org/10.3928/15394492-20100823-01
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., & Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule, second edition (ADOS-2). Torrence: Western Psychological Services.
Merluzzi, T. V., Philip, E. J., Vachon, D. O., & Heitzmann, C. A. (2011). Assessment of self-efficacy for caregiving: The critical role of self-care in caregiver stress and burden. Palliative & Supportive Care, 9, pp. 15-24.
Miller-Kuhaneck, H. (2004). Autism: A Comprehensive Occupational Therapy Approach (2nd ed.). Bethesda, MD: AOTA Inc
Nikolskaya, O. S., & Vedenina, M. U. (2014). Features of the mental development of children with autism. "Institute of Correctional Pedagogy" of the Russian Academy of Education, Moscow.
Novak, I., & Honan, I. (2019). Effectiveness of pediatric occupational therapy for children with disabilities: A systematic review. Doi: https://onlinelibrary.wiley.com/doi/full/10.1111/1440-1630.12573
Polatajko, H. J., & Cantin, N. (2010). Exploring the effectiveness of occupational therapy interventions, other than the sensory integration approach, with children and adolescents experiencing difficulty processing and integrating sensory information. 64, pp. 415-429.
Razon, K. (2019). Interesting Ways Occupational Therapy Can Help Parenting Stress. Retrieved doi: https://www.autismparentingmagazine.com/occupational-therapy-help-stress/.
Reinhard S., Given B., Petlick N. H., & Bemis A. (2008). Supporting Family Caregivers in Providing Care, Patient Safety and Quality: An Evidence-Based Handbook for Nurses.
Rodger, S., & Umaibalan, V. (2011). The routines and rituals of families of typically developing children compared with families of children with autism spectrum disorder: An ex†ploratory study. British Journal of Occupational Therapy; 74: 20-26. Doi: http:// dx.doi.org/10.4276/030802211X12947686093567
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for Young Children with Autism: Promoting Language, Learning and Engagement. New York, NY: The Guilford Press
Shepherd, J. (2005). Activities of Daily Living and Adaptations for Indipendent Living. In: Case Smith J. (ed) Occupational Therapy for Children, Elsevier Mosby; pp. 356-409.
Tanner, K., Hand, B. N., O’Toole, G., & Lane, A. E. (2015). Effectiveness of interventions to improve social participation, play, leisure, and restricted and repetitive behaviors in people with autism spectrum disorder: A systematic review. American Journal of Occupational Therapy, 69, 6905180010. https:// doi.org/10.5014/ajot.2015.017806
Taylor, J. L., Mailick, M. R. (2014). A longitudinal examination of 10-year change in vocational and educational activities for adults with autism spectrum disorders. Developmental psychology 50(3): p. 699.
Tomchek, S. D., & Koenig, K. (2016). Occupational therapy practice guidelines for individuals with autism spectrum disorder. Bethesda, MD: AOTA Press
World Health Organization (1992). International Statistical Classification of Diseases and Related Health Problems (10th Revision). Geneva: Author.
World Health Organization. The International Classification of Functioning, Disability and Health (ICF). 2001; Geneva, WHO (http://www.who.int/classifications/icf/en/).
Yadov, V. A. (2007). Sociological Research: Methodology Program Methods, p. 102 - 105.
Published
How to Cite
Issue
Section
Copyright (c) 2021 Author(s)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
