Exploring patterns between school perceptions, child behavior, and maternal well-being among Latina mothers of children with autism spectrum disorder (ASD)

Understanding Parents' Experiences With Mainstream Schooling for Their Children With Autism Spectrum Disorder: A Meta-Analysis

IMPORTANCE

Children with autism spectrum disorder (ASD) face school-related occupational challenges. Attending a mainstream school offers benefits for children's learning and their development of social skills; however, parents express frustration with ensuring their child's unique needs and preferences are met.

OBJECTIVE

To gain insight into parents' experiences with the mainstream preschool and primary educational system for their children with ASD.

DATA SOURCES

Eleven electronic databases were systematically searched, and processes were followed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses.

STUDY SELECTION AND DATA COLLECTION

Study eligibility was determined through the use of selection criteria and paired independent reviewers. Critical appraisal was conducted using a qualitative research hierarchy and a modified version of the Critical Appraisal Skills Programme tool. Two reviewers synthesized the data into themes, following the Joanna Briggs Institute meta-aggregation process. Twenty-six qualitative studies, representing the voices of 397 parents, are presented in this review (spanning 2013-2021). Articles were set in Westernized and non-Westernized settings and represented culturally and linguistically diverse population groups.

FINDINGS

Parents of children with ASD reported a lack of awareness and understanding of their children's unique learning needs in the mainstream school system at all levels.

CONCLUSIONS AND RELEVANCE

This review has various occupational therapy practice implications for supporting school-age children with ASD, their parents, and school staff. These include adopting family-centered and ecological approaches, raising awareness, influencing policy, and facilitating collaboration. What This Article Adds: This review provides guidance for occupational therapists working in schools about their practice in working at the individual, targeted, and whole-school levels to address occupational barriers faced by children with ASD.

Examining Perspectives of Latina Mothers and Speech-Language Pathologists Through Dyadic Interviews: Implications for Latine Children on the Autism Spectrum

PURPOSE

This qualitative pilot study explored cultural perspectives and needs of two bilingual (Spanish/English) Latina mothers with children on the autism spectrum in conversations with their children's speech-language pathologists (SLPs), one identifying as Mexican American and the other identifying as White American.

METHOD

Dyadic interviews were used to promote dialogue and learning opportunities for the participants. Two dyads (mothers and SLPs) participated, completing background questionnaires, dyadic interviews, and post-interview written reflections.

RESULTS

Three main themes emerged from the qualitative analysis of the dyadic interviews: comunicación (communication), language, and challenge. Post-interview written reflections evidenced increased advocacy skills for the mothers and heightened awareness regarding communication style for the SLPs.

CONCLUSION

The lived experiences revealed by all participants offer several implications: (a) the value of extended conversations between caregivers and service providers, (b) caregiver sacrifices, (c) the importance of cultural sensitivity for SLPs, and (d) positive outcomes from online learning for children on the autism spectrum.

Social Support and Parenting Stress in Hispanic Parents of Children with Autism Spectrum Disorder

The purpose of this integrative review is to synthesize the literature examining the relationship between parenting stress and social support in Hispanic parents of children with autism spectrum disorder (ASD). A database search of studies that evaluated parenting stress and social support in this population was conducted. Fourteen studies met inclusion criteria. Despite high stress levels, both informal and formal social supports improved parenting stress among Hispanic families. Few studies evaluated culturally sensitive social support interventions. With the increasing prevalence of ASD, the development of culturally sensitive social support interventions is necessary to promote the well-being of Hispanic families.