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Rivard M, Morin D, Coulombe P, Morin M, Mello C. The Diagnostic Period for Autism: Risk and Protective Factors for Family Quality of Life in Early Childhood. J Autism Dev Disord 2023; 53:3755-3769. [PMID: 35917021 DOI: 10.1007/s10803-022-05686-w] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2022] [Indexed: 10/16/2022]
Abstract
During the diagnostic evaluation period for autism or intellectual disability (ID), families of young children are at risk for poor adjustment. The present study aimed to document family quality of life (FQOL), along with associated risk and protective factors, during this critical step of families' services trajectory. FQOL was measured in a large sample of families of children recently diagnosed with a neurodevelopmental disorder and examined in relation to the type of services received, children's clinical profile, and family variables. FQOL was related to types of services, children's challenging behavior, parenting stress, and several aspects of family composition and status. These findings highlight a need for mental health support for parents, coaching interventions for challenging behaviors, and family-centered supports.
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Affiliation(s)
- Mélina Rivard
- Université du Québec à Montréal, C.P. 8888 succursale Centre-ville, H3C 3P8, Montréal, Québec, Canada.
| | - Diane Morin
- Université du Québec à Montréal, C.P. 8888 succursale Centre-ville, H3C 3P8, Montréal, Québec, Canada
| | | | - Marjorie Morin
- Université du Québec à Montréal, C.P. 8888 succursale Centre-ville, H3C 3P8, Montréal, Québec, Canada
| | - Catherine Mello
- The Pennsylvania State University - Berks, 19610, Reading, PA, USA
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Kraemer BR, Odom SL, Tomaszewski B, Hall LJ, Dawalt L, Hume KA, Steinbrenner JR, Szidon K, Brum C. Quality of high school programs for students with autism spectrum disorder. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:707-717. [PMID: 31747775 DOI: 10.1177/1362361319887280] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale-Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.
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Affiliation(s)
| | - Samuel L Odom
- The University of North Carolina at Chapel Hill, USA
| | | | | | | | - Kara A Hume
- The University of North Carolina at Chapel Hill, USA
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Odom SL, Cox A, Sideris J, Hume KA, Hedges S, Kucharczyk S, Shaw E, Boyd BA, Reszka S, Neitzel J. Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS). J Autism Dev Disord 2019; 48:913-924. [PMID: 29159578 PMCID: PMC5847138 DOI: 10.1007/s10803-017-3379-7] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality.
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Affiliation(s)
- Samuel L Odom
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA.
| | - Ann Cox
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - John Sideris
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Kara A Hume
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Susan Hedges
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Suzanne Kucharczyk
- Department of Special Education, University of Arkansas, Fayetteville, AR, USA
| | - Evelyn Shaw
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
| | - Brian A Boyd
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA
| | - Stephanie Reszka
- Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA
| | - Jennifer Neitzel
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599-8180, USA
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Renty J, Roeyers H. Satisfaction with formal support and education for children with autism spectrum disorder: the voices of the parents. Child Care Health Dev 2006; 32:371-85. [PMID: 16634981 DOI: 10.1111/j.1365-2214.2006.00584.x] [Citation(s) in RCA: 49] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
INTRODUCTION The aim of the present study was to identify and describe factors associated with variations in the level of parental satisfaction with formal support and education for children with autism spectrum disorder (ASD) in Flanders. METHODS Participants were recruited by a mailing from a diagnostic centre for pre-schoolers and by advertisements dispersed in the Flemish parent organization for ASD and in services and special schools. The sample consisted of 244 parents of children with ASD (age range: 2.69-17.81 years, male/female sex ratio 4:1). The data were collected using a questionnaire on experiences with education and support, which was compiled for the purpose of this study. The data resulting from the questionnaire were supplemented with information obtained from semi-structured in-depth interviews with a stratified sample of 15 parents. RESULTS AND CONCLUSIONS The study revealed that parents experienced difficulties with the diagnostic process, with support and education provided by mainstream settings and with the accessibility of autism-specific service provisions. Conversely, parents reported to be satisfied with the quality of autism-specific support and education. Predictors of overall satisfaction were parental involvement in formal support, knowledge of available service provisions and time between first consultation and final diagnosis. Practical implications of the results are discussed.
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Affiliation(s)
- J Renty
- Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan, Ghent, Belgium.
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