Psychology › Clinical Psychology

Family and Disability Support Research

Works Count: 94033

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Description

This cluster of papers explores the impact of parenting stress on caregivers and families of children with developmental disabilities, particularly focusing on autism spectrum disorder. It delves into the challenges faced by parents, the well-being of caregivers, family quality of life, coping strategies, and support services available to address these stressors.

Keywords

Parenting Stress; Caregiver Well-Being; Family Quality of Life; Child Behavior Problems; Developmental Disabilities; Autism Spectrum Disorder; Support Services; Coping Strategies; Psychological Functioning; Resilience

Education and Training in Mental Retardation and Developmental Disabilities

2008-07-15

Philip R. Jones , Jessi K. Wheatley

The Effectiveness of Early Intervention

1997-01-01

Jonathan Reynolds , Wendy T. Miedel

Parent and Family Impact of Autism Spectrum Disorders: A Review and Proposed Model for Intervention Evaluation

2012-08-06

Jeffrey Karst , Amy Vaughan Van Hecke

Handbook of attachment: Theory, research, and clinical applications

2003-12-30

Amy B. Dickson

Chapter I: Background and Goals of this Study

1999-03-01

Marian Sigman , Ellen Ruskin

The aims of this longitudinal study were: (1) to assess the continuity and change in diagnosis, intelligence, and language skills in children with autism, Down syndrome, and other developmental delays, … The aims of this longitudinal study were: (1) to assess the continuity and change in diagnosis, intelligence, and language skills in children with autism, Down syndrome, and other developmental delays, (2) to specify the deficits in social competence and language skills in these children, and (3) to identify precursors in the preschool period of gains in language skills and of peer engagement in the mid-school years. The initial sample consisted of 70 children with autism, 93 children with Down syndrome, 59 children with developmental delays, and 108 typically developing children, with the first three groups of children studied when they were between 2 and 6 years of age. At follow-up, 51 children with autism, 71 children with Down syndrome, and 33 children with developmental delays were assessed at mean ages around 10-13 years. The long-term follow-up showed little change in the diagnosis of autism but sizeable improvements in intellectual and language abilities within the autistic group, a pattern that was not seen in the children with Down syndrome. Unique deficits in joint attention, some forms of representational play, responsiveness to the emotions of others, and initiation of peer engagement were identified in the autistic children, whereas the children with Down syndrome seemed to have a specific deficit only in language. Joint attention skills were concurrently associated with language abilities in all groups and predicted long-term gains in expressive language for the children with autism. Children with autism, regardless of their level of functioning, were less socially engaged with classmates than the other developmentally disabled children because they infrequently initiated and accepted play bids, not because they were rebuffed by peers. Early nonverbal communication and play skills were predictors of the frequency of initiations of peer play for the children with Down syndrome as well as the extent of peer engagement of the children with autism. These results suggest that improvements in early communication and play skills may have long-term consequences for later language and social competence in these groups of children.

Depression in mothers and fathers of children with intellectual disability

2001-12-01

Malin Olsson , C. P. Hwang

Parental depression was assessed using the Beck Depression Inventory (BDI) in 216 families with children with autism and/or intellectual disability (ID), and in 214 control families. Mothers with children with … Parental depression was assessed using the Beck Depression Inventory (BDI) in 216 families with children with autism and/or intellectual disability (ID), and in 214 control families. Mothers with children with autism had higher depression scores (mean = 11.8) than mothers of children with ID without autism (mean = 9.2), who in turn, had higher depression scores than fathers of children with autism (mean = 6.2), fathers of children with ID without autism (mean = 5.0), and control mothers (mean = 5.0) and fathers (mean = 4.1). Forty-five per cent of mothers with children with ID without autism and 50% of mothers with children with autism had elevated depression scores (BDI > 9), compared to 15-21% in the other groups. Single mothers of children with disabilities were found to be more vulnerable to severe depression than mothers living with a partner.

Behavior Problems and Parenting Stress in Families of Three-Year-Old Children With and Without Developmental Delays

2002-01-01

Bruce L. Baker , Jacques Blacher , Keith A. Crnic +1 more

Children and adolescents with mental retardation are at heightened risk for mental disorder. We examined early evidence of behavior problems in 225 three-year-old children with or without developmental delays and … Children and adolescents with mental retardation are at heightened risk for mental disorder. We examined early evidence of behavior problems in 225 three-year-old children with or without developmental delays and the relative impact of cognitive delays and problem behaviors on their parents. Staff-completed Bayley Behavior Scales and parent-completed Child Behavior Checklists (CBCLs) showed greater problems in children with delays than in those without delays. Children with delays were 3 to 4 times as likely to have a total CBCL score within the clinical range. Parenting stress was higher in delayed condition families. Regression analyses revealed that the extent of child behavior problems was a much stronger contributor to parenting stress than was the child's cognitive delay.

Parenting stress and coping styles in mothers and fathers of pre‐school children with autism and Down syndrome

2010-02-08

Anna Dąbrowska-Zimakowska , Ewa Pisula

Abstract Background The study examined the profile of stress in mothers and fathers of preschool children with autism, Down syndrome and typically developing children. A further aim was to assess … Abstract Background The study examined the profile of stress in mothers and fathers of preschool children with autism, Down syndrome and typically developing children. A further aim was to assess the association between parenting stress and coping style. Methods A total of 162 parents were examined using Holroyd's 66‐item short form of Questionnaire of Resources and Stress for Families with Chronically Ill or Handicapped Members and the Coping Inventory for Stressful Situations by Endler and Parker. Results and Conclusions The results indicated a higher level of stress in parents of children with autism. Additionally, an interaction effect was revealed between child diagnostic group and parent's gender for two scales of parenting stress: dependency and management and limits of family opportunities. Mothers of children with autism scored higher than fathers in parental stress; no such differences were found in the group of parents of children with Down syndrome and typically developing children. It was also found that parents of children with autism differed from parents of typically developing children in social diversion coping. Emotion‐oriented coping was the predictor for parental stress in the samples of parents of children with autism and Down syndrome, and task‐oriented coping was the predictor of parental stress in the sample of parents of typically developing children. The results strongly supported earlier findings on parenting stress in parents of children with autism. They also shed interesting light on the relationship between coping styles and parental stress.

Ontario Child Health Study: Reliability and Validity of the General Functioning Subscale of the McMaster Family Assessment Device

1988-03-01

John A. Byles , Carolyn Byrne , Michael H. Boyle +1 more

The reliability and validity of the 12‐item General Functioning (GF) subscale of the McMaster Family Assessment Device (FAD) is reported here. Psychometric properties of the FAD have been previously determined, … The reliability and validity of the 12‐item General Functioning (GF) subscale of the McMaster Family Assessment Device (FAD) is reported here. Psychometric properties of the FAD have been previously determined, but no independent assessment has been made of the GF subscale, which was used to measure family functioning in the Ontario Child Health Study (OCHS). Reliability was measured by Chronbach's alpha and split‐half correlation. Validity was assessed by hypothesizing the relationships expected between the GF scores and other family variables included in the OCHS data set. The results indicate good reliability, and all hypotheses of validity were supported. The brevity and ease of administering the GF subscale recommend it for further use in survey research in which a global assessment of family functioning is required.

Randomized Controlled Caregiver Mediated Joint Engagement Intervention for Toddlers with Autism

2010-02-09

Connie Kasari , Amanda C. Gulsrud , Connie Wong +2 more

This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with … This study aimed to determine if a joint attention intervention would result in greater joint engagement between caregivers and toddlers with autism. The intervention consisted of 24 caregiver-mediated sessions with follow-up 1 year later. Compared to caregivers and toddlers randomized to the waitlist control group the immediate treatment (IT) group made significant improvements in targeted areas of joint engagement. The IT group demonstrated significant improvements with medium to large effect sizes in their responsiveness to joint attention and their diversity of functional play acts after the intervention with maintenance of these skills 1 year post-intervention. These are among the first randomized controlled data to suggest that short-term parent-mediated interventions can have important effects on core impairments in toddlers with autism. Clinical Trials #: NCT00065910.

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Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood

2010-07-16

Julie Lounds Taylor , Marsha Mailick Seltzer

Prevalence of intellectual disability: A meta-analysis of population-based studies

2011-01-14

Pallab K. Maulik , Maya Mascarenhas , Colin Mathers +2 more

Parenting Stress in Mothers and Fathers of Toddlers with Autism Spectrum Disorders: Associations with Child Characteristics

2008-01-31

Naomi Davis , Alice S. Carter

Qualitative Studies in Special Education

2005-01-01

Ellen Brantlinger , Robert T. Jiménez , Janette K. Klingner +2 more

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and … An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors' studies as credible and trustworthy are listed and defined. So that readers will recognize the important contribution qualitative studies have made in the field of special education, a range of well-known and lesser known examples of qualitative research are reviewed. The quality indicators that are important in conducting and evaluating qualitative research are identified. Finally, as an example of the evidence that can be produced using qualitative methods, the authors provide a summary of how 3 studies have provided important information that can be used to inform policy and practice.

The Impact of Parenting Stress: A Meta-analysis of Studies Comparing the Experience of Parenting Stress in Parents of Children With and Without Autism Spectrum Disorder

2012-07-13

Stephanie A. Hayes , Shelley L. Watson

Parenting Stress Among Caregivers of Children With Chronic Illness: A Systematic Review

2013-07-10

Melissa K. Cousino , Rebecca Hazen

Objective To critically review, analyze, and synthesize the literature on parenting stress among caregivers of children with asthma, cancer, cystic fibrosis, diabetes, epilepsy, juvenile rheumatoid arthritis, and/or sickle cell disease. … Objective To critically review, analyze, and synthesize the literature on parenting stress among caregivers of children with asthma, cancer, cystic fibrosis, diabetes, epilepsy, juvenile rheumatoid arthritis, and/or sickle cell disease. Method PsychInfo, MEDLINE, and Cumulative Index to Nursing and Allied Health Literature were searched according to inclusion criteria. Meta-analysis of 13 studies and qualitative analysis of 96 studies was conducted. Results Caregivers of children with chronic illness reported significantly greater general parenting stress than caregivers of healthy children (d = .40; p = ≤.0001). Qualitative analysis revealed that greater general parenting stress was associated with greater parental responsibility for treatment management and was unrelated to illness duration and severity across illness populations. Greater parenting stress was associated with poorer psychological adjustment in caregivers and children with chronic illness. Conclusion Parenting stress is an important target for future intervention. General and illness-specific measures of parenting stress should be used in future studies.

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The Strengths Perspective in Social Work Practice: Extensions and Cautions

1996-05-01

Dennis Saleebey

The strengths perspective in social work practice continues to develop conceptually. The strengths-based approach to case management with people with severe mental illness is well established. More recently, there have … The strengths perspective in social work practice continues to develop conceptually. The strengths-based approach to case management with people with severe mental illness is well established. More recently, there have been developments in strengths-based practice with other client groups and the emergence of strengths orientations in work with communities. To augment these developments, converging lines of thinking, research, and practice in areas such as developmental resilience, healing and wellness, and constructionist narrative and story have provided interesting supports and challenges to the strengths perspective. This article reviews some current thinking and research about using a strengths orientation and assesses conceptual endorsements and criticisms of the strengths perspective.

I. COPING WITH MARITAL TRANSITIONS: A FAMILY SYSTEMS PERSPECTIVE

1992-02-01

E. Mavis Hetherington

Psychological Well-Being and Coping in Mothers of Youths With Autism, Down Syndrome, orFragile X Syndrome

2004-01-01

Leonard Abbeduto , Marsha Mailick Seltzer , Paul Shattuck +3 more

The psychological well-being of mothers raising a child with a developmental disability varies with the nature of the disability. Most research, however, has been focused on Down syndrome and autism. … The psychological well-being of mothers raising a child with a developmental disability varies with the nature of the disability. Most research, however, has been focused on Down syndrome and autism. We added mothers whose adolescent or young adult son or daughter has fragile X syndrome. The sample was comprised of mothers of a child with fragile X syndrome (n = 22), Down syndrome (n = 39), or autism (n = 174). Mothers of individuals with fragile X syndrome displayed lower levels of well-being than those of individuals with Down syndrome, but higher levels than mothers of individuals with autism, although group differences varied somewhat across different dimensions of well-being. The most consistent predictor of maternal outcomes was the adolescent or young adult's behavioral symptoms.

Ontario Child Health Study

1987-09-01

David R. Offord

• We studied the six-month prevalence of four child psychiatric disorders (conduct disorder, hyperactivity, emotional disorder, and somatization) and patterns of service utilization for mental health and social services, ambulatory … • We studied the six-month prevalence of four child psychiatric disorders (conduct disorder, hyperactivity, emotional disorder, and somatization) and patterns of service utilization for mental health and social services, ambulatory medical care and special education by different regions of Ontario, urbanrural residence, and age and sex groupings. Among children 4 to 16 years of age, the overall six-month prevalence rate of one or more of these disorders was 18.1%. The prevalences of hyperactivity and one or more disorders were significantly higher in urban areas than rural areas. The utilization data indicated that children with these psychiatric disorders, compared with children without these disorders, were almost four times more likely to have received mental health or social services in the six months preceding this study. However, five of six of these children had not received these specialized services in the previous six-month period. Over 50% of the children in the province had received ambulatory medical care in the last six months. Over 15% of the children in the province had received special education services at some time thus far in their school careers. Implications of these findings, especially for the provision of child mental health services, are discussed.

Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development

2009-12-01

Jonathan Tudge , Irina L. Mokrova , Bridget E. Hatfield +1 more

This paper evaluates the application of Bronfenbrenner's bioecological theory as it is represented in empirical work on families and their relationships. We describe the “mature” form of bioecological theory of … This paper evaluates the application of Bronfenbrenner's bioecological theory as it is represented in empirical work on families and their relationships. We describe the “mature” form of bioecological theory of the mid‐1990s and beyond, with its focus on proximal processes at the center of the Process‐Person‐Context‐Time model. We then examine 25 papers published since 2001, all explicitly described as being based on Bronfenbrenner's theory, and show that all but 4 rely on outmoded versions of the theory, resulting in conceptual confusion and inadequate testing of the theory.

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Developmental changes in conformity to peers and parents.

1979-11-01

Thomas J. Berndt

Family-Centered Care: Current Applications and Future Directions in Pediatric Health Care

2011-02-11

Dennis Z. Kuo , Amy J. Houtrow , Polly Arango +3 more

Family-centered care (FCC) is a partnership approach to health care decision-making between the family and health care provider. FCC is considered the standard of pediatric health care by many clinical … Family-centered care (FCC) is a partnership approach to health care decision-making between the family and health care provider. FCC is considered the standard of pediatric health care by many clinical practices, hospitals, and health care groups. Despite widespread endorsement, FCC continues to be insufficiently implemented into clinical practice. In this paper we enumerate the core principles of FCC in pediatric health care, describe recent advances applying FCC principles to clinical practice, and propose an agenda for practitioners, hospitals, and health care groups to translate FCC into improved health outcomes, health care delivery, and health care system transformation.

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The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders

2005-09-21

Luc Lecavalier , Sarah Leone , James Wiltz

The purpose of this study was to examine the correlates of caregiver stress in a large sample of young people with autism spectrum disorders (ASDs). Two main objectives were to: … The purpose of this study was to examine the correlates of caregiver stress in a large sample of young people with autism spectrum disorders (ASDs). Two main objectives were to: (1) disentangle the effects of behaviour problems and level of functioning on caregiver stress; and (2) measure the stability of behaviour problems and caregiver stress.Parents or teachers of 293 young people with ASDs completed measures of stress, behaviour problems and social competence. Parents also completed an adaptive behaviour scale. Eighty-one young people were rated twice at a 1-year interval.Parents and teachers did not perfectly agree on the nature and severity of behaviour problems. However, both sets of ratings indicated that behaviour problems were strongly associated with stress. Conduct problems in particular were significant predictors of stress. Adaptive skills were not significantly associated with caregiver stress. Parental reports of behaviour problems and stress were quite stable over the 1-year interval, much more so than teacher reports. Parent ratings suggested that behaviour problems and stress exacerbated each other over time. This transactional model did not fit the teacher data.Results of this study suggested that it is a specific group of externalized behaviours that are the most strongly associated with both parent and teacher stress. Results were discussed from methodological and conceptual perspectives.

Pre‐school children with and without developmental delay: behaviour problems and parenting stress over time

2003-05-01

Bruce L. Baker , Laura Lee McIntyre , Jacques Blacher +3 more

Abstract Background Children with intellectual disability are at heightened risk for behaviour problems and diagnosed mental disorder. Methods The present authors studied the early manifestation and continuity of problem behaviours … Abstract Background Children with intellectual disability are at heightened risk for behaviour problems and diagnosed mental disorder. Methods The present authors studied the early manifestation and continuity of problem behaviours in 205 pre‐school children with and without developmental delays. Results Behaviour problems were quite stable over the year from age 36–48 months. Children with developmental delays were rated higher on behaviour problems than their non‐delayed peers, and were three times as likely to score in the clinical range. Mothers and fathers showed high agreement in their rating of child problems, especially in the delayed group. Parenting stress was also higher in the delayed group, but was related to the extent of behaviour problems rather than to the child's developmental delay. Conclusions Over time, a transactional model fit the relationship between parenting stress and behaviour problems: high parenting stress contributed to a worsening in child behaviour problems over time, and high child behaviour problems contributed to a worsening in parenting stress. Findings for mothers and fathers were quite similar.

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Battelle Developmental Inventory

1999-08-01

Abbey Tyner Berls , Irene McEwen

In 1986, Congress passed Public Law 99–457, which provided incentives for states to develop early childhood intervention programs for qualified infants and toddlers from birth through 2 years of age … In 1986, Congress passed Public Law 99–457, which provided incentives for states to develop early childhood intervention programs for qualified infants and toddlers from birth through 2 years of age and their families. The law later became known as the Individuals With Disabilities Education Act (IDEA),1 and, with the 1997 amendments, the early intervention program became Part C of the Act. Part C of IDEA defines the terms “evaluation” and “assessment” as they relate to early intervention programs. “Evaluation” means procedures used to determine a child's initial and continuing eligibility for services. Eligibility criteria are defined by each state, but they typically include documentation of delay in one or more areas of development listed in the federal law, including cognitive, adaptive (self-help), physical (eg, gross and fine motor), communication, and social-emotional development. “Assessment” is defined as ongoing procedures to identify a child's strengths and needs, and the services required to meet those needs. This is the process of program planning. Evaluation requires what Kirshner and Guyatt referred to as a “discriminative index,” which distinguishes “between individuals or groups on an underlying dimension when no external criterion or gold standard is available for validating these measures.”2 Measures useful for determining a child's eligibility for services are those that can be used to differentiate between children who have developmental delays and children who do not have such delays.3 Discriminative measures include test items that distinguish between children of varying ages, such as stacking blocks or jumping down from a step. Although such information is can be useful for determining whether a child has a developmental delay, knowledge that a child can or cannot perform such test items often is not useful for program planning purposes. Program planning often requires identification of goals specific to an individual, particularly when intervention …

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Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing

2000-09-01

Mary Pat Moeller

Objective. The primary purpose of this study was to examine the relationship between age of enrollment in intervention and language outcomes at 5 years of age in a group of … Objective. The primary purpose of this study was to examine the relationship between age of enrollment in intervention and language outcomes at 5 years of age in a group of deaf and hard-of-hearing children. Method. Vocabulary skills at 5 years of age were examined in a group of 112 children with hearing loss who were enrolled at various ages in a comprehensive intervention program. Verbal reasoning skills were explored in a subgroup of 80 of these children. Participants were evaluated using the Peabody Picture Vocabulary Test and a criterion-referenced measure, the Preschool Language Assessment Instrument, administered individually by professionals skilled in assessing children with hearing loss. A rating scale was developed to characterize the level of family involvement in the intervention program for children in the study. Results. A statistically significant negative correlation was found between age of enrollment and language outcomes at 5 years of age. Children who were enrolled earliest (eg, by 11 months of age) demonstrated significantly better vocabulary and verbal reasoning skills at 5 years of age than did later-enrolled children. Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers. In an attempt to understand the relationships among performance and factors, such as age of enrollment, family involvement, degree of hearing loss, and nonverbal intelligence, multiple regression models were applied to the data. The analyses revealed that only 2 of these factors explained a significant amount of the variance in language scores obtained at 5 years of age: family involvement and age of enrollment. Surprisingly, family involvement explained the most variance after controlling for the influence of the other factors (r = .615; F change = 58.70), underscoring the importance of this variable. Age of enrollment also contributed significantly to explained variance after accounting for the other variables in the regression (r = −.452; F change = 19.24). Importantly, there were interactions between the factors of family involvement and age of enrollment that influenced outcomes. Early enrollment was of benefit to children across all levels of family involvement. However, the most successful children in this study were those with high levels of family involvement who were enrolled early in intervention services. Late-identified children whose families were described as limited or average in involvement scored &gt;2 standard deviations below their hearing peers at 5 years of age. Even in the best of circumstances (eg, early enrollment paired with high levels of family involvement), the children in this study scored within the low average range in abstract verbal reasoning compared with hearing peers, reflecting qualitative language differences in these groups of children. Conclusions. Consistent with the findings of Yoshinaga-Itano et al,1 significantly better language scores were associated with early enrollment in intervention. High levels of family involvement correlated with positive language outcomes, and, conversely, limited family involvement was associated with significant child language delays at 5 years of age, especially when enrollment in intervention was late. The results suggest that success is achieved when early identification is paired with early interventions that actively involve families.

Health Supervision for Children With Down Syndrome

2011-07-26

Marilyn J. Bull

These guidelines are designed to assist the pediatrician in caring for the child in whom a diagnosis of Down syndrome has been confirmed by chromosome analysis. Although a pediatrician's initial … These guidelines are designed to assist the pediatrician in caring for the child in whom a diagnosis of Down syndrome has been confirmed by chromosome analysis. Although a pediatrician's initial contact with the child is usually during infancy, occasionally the pregnant woman who has been given a prenatal diagnosis of Down syndrome will be referred for review of the condition and the genetic counseling provided. Therefore, this report offers guidance for this situation as well.

Parental reflective functioning: An introduction

2005-09-01

Arietta Slade

Abstract Reflective functioning refers to the essential human capacity to understand behavior in light of underlying mental states and intentions. The construct, introduced by Fonagy, Steele, Steele, Moran, and Higgitt … Abstract Reflective functioning refers to the essential human capacity to understand behavior in light of underlying mental states and intentions. The construct, introduced by Fonagy, Steele, Steele, Moran, and Higgitt in 1991 Fonagy, P., Steele, M., Moran, G., Steele, H. and Higgitt, A. 1991. The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant Mental Health Journal, 13: 200–216. [Crossref] , [Google Scholar], and elaborated by Fonagy and his colleagues over the course of the next decade, has had an enormous impact on developmental theory and clinical practice. This paper introduces the construct of parental reflective functioning, which refers to the parent's capacity to hold the child's mental states in mind, and begins with a review of Fonagy and his colleagues' essential ideas regarding the reflective function. Next, the applicability of this construct to parental representations of the child and the parent – child relationship is considered. A system for coding parental reflective functioning, which will serve as the organizing framework for this special issue, is described. Finally, the three papers that make up this special section are introduced.

Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay

2009-06-17

Annette Estes , Jeffrey Munson , Géraldine Dawson +3 more

Parents of children with developmental disabilities, particularly autism spectrum disorders (ASDs), are at risk for high levels of distress. The factors contributing to this are unclear. This study investigated how … Parents of children with developmental disabilities, particularly autism spectrum disorders (ASDs), are at risk for high levels of distress. The factors contributing to this are unclear. This study investigated how child characteristics influence maternal parenting stress and psychological distress. Participants consisted of mothers and developmental-age matched preschool-aged children with ASD ( N = 51) and developmental delay without autism (DD) ( N = 22). Evidence for higher levels of parenting stress and psychological distress was found in mothers in the ASD group compared to the DD group. Children's problem behavior was associated with increased parenting stress and psychological distress in mothers in the ASD and DD groups. This relationship was stronger in the DD group. Daily living skills were not related to parenting stress or psychological distress. Results suggest clinical services aiming to support parents should include a focus on reducing problem behaviors in children with developmental disabilities.

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Handbook of Counseling Psychology

1994-04-01

Bruce J. Schell

Professor, Department of Family and Preventive Medicine, University of South Carolina, School of Medicine, Columbia, South Carolina Professor, Department of Family and Preventive Medicine, University of South Carolina, School of Medicine, Columbia, South Carolina

The British Journal of Social Work (2004)

2005-05-01

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Special Education for the Mildly Retarded—Is Much of it Justifiable?

1968-09-01

Lloyd M. Dunn

In lieu of an abstract to this article, I would like to preface it by saying this is my swan song for now—as I leave special education and this country … In lieu of an abstract to this article, I would like to preface it by saying this is my swan song for now—as I leave special education and this country for probably the next two years. I have been honored to be a past president of The Council for Exceptional Children. I have loyally supported and promoted special classes for the educable mentally retarded for most of the last 20 years, but with growing disaffection. In my view, much of our past and present practices are morally and educationally wrong. We have been living at the mercy of general educators who have referred their problem children to us. And we have been generally ill prepared and ineffective in educating these children. Let us stop being pressured into continuing and expanding a special education program that we know now to be undesirable for many of the children we are dedicated to serve.

REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY

1933-06-01

F. C. Bartlett , Cyril Burt

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Archives of Clinical Neuropsychology

2014-02-07

Cecil R. Reynolds

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Journal of Mental Deficiency Research

1957-12-01

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American Journal of Orthopsychiatry

2008-07-15

Cecil R. Reynolds

Behavioral treatment and normal educational and intellectual functioning in young autistic children.

1987-01-01

O. Ivar Lövaas

Growing Up with a Single Parent: What Hurts, What Helps.

1995-07-01

Beth B. Hess , Sara McLanahan , Gary D. Sandefur

Family Therapy Techniques

1981-12-31

Salvador Minuchin , H. Charles Fishman

Minuchin traces for the first time the minute operations of day-to-day practice. Having achieved renown for his theoretical breakthroughs and his success at treatment, he now explains those precise and … Minuchin traces for the first time the minute operations of day-to-day practice. Having achieved renown for his theoretical breakthroughs and his success at treatment, he now explains those precise and difficult maneuvers that constitute his art. The book thus codifies the method of one of the country’s most successful practitioners.

The Education and Training of the Mentally Retarded

2018-09-03

A. F. Ashman , Ronald S. Laura

Helping the noncompliant child : a clinician's guide to parent training

1981-01-01

Rex Forehand , Robert J. McMahon , Robert G. Wahler

A Transdiagnostic Comparison of Mindfulness and Parenting Stress in Mothers of Children With Autism, Developmental Delay, and Fragile X Syndrome

2025-06-26

Laurel R. Benjamin , Cameron L. Neece , Laura Lee McIntyre +4 more | American Journal on Intellectual and Developmental Disabilities

Abstract This study compared mindfulness and parenting daily hassles (PDH) among mothers of children with autism spectrum disorder (ASD), developmental delay (DD), and Fragile X syndrome (FXS), and explored diagnostic … Abstract This study compared mindfulness and parenting daily hassles (PDH) among mothers of children with autism spectrum disorder (ASD), developmental delay (DD), and Fragile X syndrome (FXS), and explored diagnostic group as a moderator of the relationship between mindfulness and PDH. Mothers of children with ASD (n = 166), DD (n = 113), and FXS (n = 74) completed measures of PDH, trait mindfulness, and mindful parenting. Mothers reported comparable levels of trait mindfulness and PDH, but the FXS group (versus ASD and DD) reported higher levels of mindful parenting. The mindful parenting/PDH relationship was negative for all groups but weaker for mothers of children with ASD (versus DD and FXS). Implications for research and practice are discussed.

Anxiety Self-Report in Autistic Adolescents With Intellectual Disability: Predictors of Parent-Youth Agreement

2025-06-26

Elizabeth Glenn , Allison Meyer , Audrey Blakeley‐Smith | American Journal on Intellectual and Developmental Disabilities

Abstract The use of self-report to assess anxiety in adolescents with intellectual disability (ID) is notably underexplored. This study examined the impact of youth-level factors (i.e., age, verbal and cognitive … Abstract The use of self-report to assess anxiety in adolescents with intellectual disability (ID) is notably underexplored. This study examined the impact of youth-level factors (i.e., age, verbal and cognitive ability, adaptive skills) on anxiety self-report completion and parent-youth agreement among 72 autistic adolescents with ID. We also examined if parent accommodation behaviors, such as reassurance or routine modification, served as predictors of parent-youth agreement of anxiety. Results showed that 83% of adolescents completed the self-report measure, with verbal, cognitive, and adaptive ability predicting completion. Parental accommodation predicted parent-youth agreement on physical anxiety symptoms, but not global anxiety symptoms. Youth-level factors did not significantly predict agreement. Results highlight the need for expanded assessment approaches for assessing anxiety in youth with ID.

Attitudes, Assumptions, and Beliefs of Obstetric Care Clinicians Regarding Perinatal Care of Women With Intellectual and Developmental Disabilities

2025-06-26

Lauren D. Smith , Robyn M. Powell , Aishwarya Khanna +2 more | American Journal on Intellectual and Developmental Disabilities

Abstract This study examines clinician attitudes, beliefs, and assumptions regarding perinatal care of women with intellectual and developmental disabilities (IDD) from the perspectives of both clinicians and women with IDD. … Abstract This study examines clinician attitudes, beliefs, and assumptions regarding perinatal care of women with intellectual and developmental disabilities (IDD) from the perspectives of both clinicians and women with IDD. We conducted semistructured individual interviews with women (n = 16) and individual interviews and one focus group with clinicians (n = 17). Data were analyzed using a content analysis approach. Analysis revealed both supportive and restrictive categories. Supportive: (a) accommodating needs, (b) respecting autonomy, and (c) supporting motherhood. Restrictive: (a) unwillingness to accommodate, (b) assumptions about decision-making capacity, (c) questioning parenting abilities, and (d) biased contraception and sterilization practices. Clinician training to address attitudes, beliefs, and assumptions is needed to improve perinatal care for women with IDD.

Mindfulness and Psychoeducation Are Associated With Improved Perceived and Physiological Health Outcomes in Caregivers of Children With Autism

2025-06-26

Suzannah Iadarola , Piaopiao Cai , Michelle Porto +1 more | American Journal on Intellectual and Developmental Disabilities

Abstract Parents of autistic children can experience less favorable outcomes than the general population on objective health measures. Accordingly, interventions including behaviorally-oriented and mind-body programs are associated with decreased stress … Abstract Parents of autistic children can experience less favorable outcomes than the general population on objective health measures. Accordingly, interventions including behaviorally-oriented and mind-body programs are associated with decreased stress and increased mental health. Caregivers (n = 22) of autistic children (aged 5-12) were randomized to group psychoeducation or mindfulness program for 8 weeks. Psychological and physiological measures included heart rate variability (HRV), sleep, parental stress, and perceived health. Both groups demonstrated improvement HRV, perceived parental stress, and perceived global health. The mindfulness group showed some advantage, including on root mean squared successive difference, somatization, and perceptions of their child’s behavior. Although preliminary, results highlight the promise of short-term interventions for improving health for caregivers of autistic children.

Disability Among School Children Across Districts of India

2025-06-25

Janny Liao , Akhil Kumar , Rockli Kim +1 more | JAMA Network Open

This cross-sectional study of children with special needs in India examines distributions of disability type by region and gender. This cross-sectional study of children with special needs in India examines distributions of disability type by region and gender.

Fransa’da İşitme Engelli Bireylerin Eğitiminin Öncüleri

2025-06-25

Salime Atmaca , İbrahim AYKUN | ASYA STUDIES

Tarih boyunca engelli bireylere karşı bakış açısı toplumdan topluma, çağdan çağa değişiklik göstermiştir. Avrupa’da Antik Çağ’da ve Orta Çağ’ın başlarında engelli bireylerin Tanrı tarafından cezalandırıldıkları düşünüldüğü için bu bireyler ya … Tarih boyunca engelli bireylere karşı bakış açısı toplumdan topluma, çağdan çağa değişiklik göstermiştir. Avrupa’da Antik Çağ’da ve Orta Çağ’ın başlarında engelli bireylerin Tanrı tarafından cezalandırıldıkları düşünüldüğü için bu bireyler ya öldürülmüş ya da köle olarak pazarlarda satılmıştır. Ancak bu bakış açısı Orta Çağ’ın sonuna doğru değişmeye başlamıştır. Bu dönemden sonra işitme engelinin bireylerde bir kusur olmadığı, bu bireylerin eğitimle düzeleceği fikri yaygınlaşmıştır. Engelli bireylerin eğitimi için çeşitli yöntem ve teknikler geliştirilerek okullar açılmıştır. Sağırlık ve dilsizlik ise İlk Çağ’dan itibaren toplumlarda tartışılan önemli konulardan biri olmuştur. Sağırlara ve dilsizlere yönelik eğitim çalışmaları 18. yüzyılın sonlarına doğru Fransa’da Abbe de Charles Michel de Epee tarafından başlatılmıştır. Abbe de Charles Michel de Epee Ulusal Sağır ve Dilsiz Mektebi adında ilk sağır dilsiz mektebini açmıştır. Daha sonra bu okulda öğretmenlik yapan Jean Marc Gaspard Itard (1774-1838), Fransa’da çiftçiler tarafından Lacaune ormanlarında bulunan zihinsel engelli ve işitme yetersizliği olan Aveyronlu vahşi çocuğu eğiterek günümüz özel eğitimin temelini atmıştır. Bu gelişmelerin ardından Avrupa’nın çeşitli yerlerinde engelliler için okullar açılmıştır. Bu çalışmada Fransa’da işitme engelli bireylerin eğitimine öncülük eden kişiler hakkında kuramsal bir araştırma yapılmıştır.

Meaning‐Making Experiences of Family Caregivers Caring for a Member With Intellectual Disability and Challenging Behaviour

2025-06-25

Alice Nga Lai Kwong , Lisa Pau Le Low | Journal of Policy and Practice in Intellectual Disabilities

ABSTRACT With the substantial burden faced by family members of adults with intellectual disability (ID) and challenging behaviour (CB), literature has shown that caregivers who have successfully found meaning in … ABSTRACT With the substantial burden faced by family members of adults with intellectual disability (ID) and challenging behaviour (CB), literature has shown that caregivers who have successfully found meaning in their caregiver role are more likely to cope well with the difficulties they face. This study aimed to examine how family caregivers described and made meaning of caring for an adult family member with ID and CB at home. This study included 37 caregivers (parents and siblings) who were living and caring for their adult family member with ID and CB. Individual in‐depth interviews were conducted, and deductive thematic analysis was employed. Three themes emerged: (1) the reality of caregiving, (2) the importance of support networks, and (3) reappraisals of the caregiving role. In the process of meaning making, family caregivers appraised the reality of their caregiving situation as a life of feeling restricted and losing control, resulting in negative psychological consequences. They were aware of the demands of caregiving but were able to describe a range of support from families, peers, and professionals and services to maintain their caregiving roles. Reappraising caregiving enabled them to identify positive aspects of caregiving by reviewing their personal life philosophies and assigning new meanings to the caregiving situations. Family caregivers of adults with ID and CB spoke about the ways in which they coped and managed CB and provided ‘tips’ for other families that highlighted a strength‐based caregiving research model and focused on ways to negotiate and adapt to the incessant challenges of caregiving. Meaning‐focused interventions for family caregivers of people with ID which aim at promoting positive appraisal will enable them to not only focus on downplaying the negative aspects of caregiving but optimising the positive caregiving experiences.

Development of an Integrated Developmental Model for Adaptation with Autistic Children in Family System

2025-06-24

Zahra Amanollahi , Fatemeh GhasemiNiaei , Fahimeh Fadakar Davarani +1 more | Journal of Autism and Developmental Disorders

Quality of Life Psychosocial Determinants for Parents of Children With and Without Autism Spectrum Disorders in Jordan

2025-06-24

Tariq Al‐Dwaikat , Wafa’a Ta’an , Eman N. Bataineh +2 more | Focus on Autism and Other Developmental Disabilities

The psychological well-being and the quality of life (QoL) of parents of children with autism spectrum disorders (ASD) are adversely affected. A greater need to assess these predictors is recommended … The psychological well-being and the quality of life (QoL) of parents of children with autism spectrum disorders (ASD) are adversely affected. A greater need to assess these predictors is recommended to address the Jordanian cultural gap. This study explored the relationships between sociodemographic variables, social support, psychological distress, and QoL among parents of children with and without ASD in Jordan. A descriptive cross-sectional design was used to recruit 160 participants, with 80 participants in each group of parents. Multiple regression analysis was used to build the best-fit predictive model of QoL. Parents of children with ASD reported higher depression, anxiety, and stress levels, and lower social support and QoL than parents of children without ASD. Depression, educational level, and employment status were the only significant predictors of QoL among parents of children with ASD. Interventions should target psychosocial determinants of parental QoL, taking into consideration the cultural context.

Parents’ Perceptions of Anxiety Treatment for Autistic Children

2025-06-24

Sandra L. Cepeda , Minjee Kook , Andrew G. Guzick +3 more | Focus on Autism and Other Developmental Disabilities

Despite the high prevalence of co-occurring anxiety in autistic children, little is known about parental perceptions of anxiety treatment in the context of autism. This study investigated how parents ( … Despite the high prevalence of co-occurring anxiety in autistic children, little is known about parental perceptions of anxiety treatment in the context of autism. This study investigated how parents ( N = 101) perceived the acceptability, effectiveness, and willingness-to-use four commonly available anxiety treatments for autistic youth: applied behavior analysis (ABA), cognitive-behavioral therapy (CBT), medications (e.g., selective serotonin reuptake inhibitors; SSRIs), and alternative interventions (e.g., specialized diets, nutritional supplements). While all four treatments were perceived favorably, parents rated CBT as more acceptable, more likely to be effective, and more willing-to-use CBT over ABA or alternative interventions. Medication was also rated as likely to be effective over alternative interventions, but not over ABA or CBT. Parent perception ratings did not significantly differ between CBT and medication. Overall, CBT and, to a slightly more limited extent, SSRI medications, may be acceptable and approachable treatment options for autistic youth with co-occurring anxiety.

A Mixed-Method Evaluation of the Feasibility and Acceptability of Parents Taking Action among Underserved Chinese Immigrant Families of Children with Autism

2025-06-24

Yue Xu , Feifei Chen , Mansha Mirza +1 more | Journal of Child and Family Studies

Barriers to Parental Involvement in the Education of Children with Disabilities in Tamale Metropolis

2025-06-24

Abubakari Sadik Alhassan , Cecilia Alimatu Issaka , Hassan Mubarik Iddrisu | American Journal of Human Psychology

Parental involvement plays a crucial role in the education of children with disabilities, yet various barriers limit their engagement. This study explores the challenges hindering parental involvement in inclusive education … Parental involvement plays a crucial role in the education of children with disabilities, yet various barriers limit their engagement. This study explores the challenges hindering parental involvement in inclusive education within the Tamale Metropolis and identifies strategies to enhance participation. A mixed-methods approach was employed, combining quantitative survey data from 70 respondents (parents and teachers) and qualitative thematic analysis from interviews. Purposive and simple random sampling techniques were used to select participants from inclusive schools, and data were analyzed using SPSS (Version 26) for quantitative analysis and thematic analysis for qualitative responses. Findings indicate that financial constraints (71.4%), negative societal attitudes (64.3%), and lack of awareness (57.1%) are significant barriers to parental involvement. A chi-square analysis revealed a strong association between parental socio-economic status and their level of engagement (χ² = 12.56, p < 0.05), with low-income parents being less involved. Qualitative findings supported these results, highlighting financial struggles, stigma, and poor school communication as key limitations. Suggested strategies for improvement, rated on a five-point scale, emphasized the importance of awareness campaigns (4.7 mean score), regular parent-teacher communication (4.5 mean score), and financial assistance (4.3 mean score). The study recommends educational campaigns, financial support programs, improved communication channels, parental training, and policy reinforcement to enhance engagement. Addressing these barriers through collaborative efforts among schools, policymakers, and communities can significantly improve the involvement of parents in the education of children with disabilities.

“Run Away From the Crazy Diaper Boy”: Parental and Professional Perspectives on Social Inclusion for Children With Disabilities

2025-06-24

Donna Koller , Amarens Matthiesen | Diversity & Inclusion Research

ABSTRACT Social inclusion is an approach to practice where all children enjoy a sense of belonging in their communities. For children with disabilities, positive social experiences are often elusive and … ABSTRACT Social inclusion is an approach to practice where all children enjoy a sense of belonging in their communities. For children with disabilities, positive social experiences are often elusive and difficult to achieve and shaped by powerful structural factors that sustain and perpetuate oppression, stigma, and discrimination. Rooted in disability justice and disabled childhood studies scholarship, this qualitative study employed a hermeneutic, interpretive phenomenological approach to explore adult perspectives on childhood disability and social inclusion. Interviews were conducted with parents of children with disabilities ( n = 10), and professionals ( n = 23) comprised of early childhood educators and social service providers. Analysis revealed a complex narrative of unmet expectations, loss, and disillusionment with inclusive policies and practices. Participants offered recommendations to counter exclusionary outcomes. Policies and practices designed to promote social inclusion of children with disabilities often fail to achieve the desired outcomes. Acknowledging the rights of children with disabilities to be heard on these issues can begin to attenuate the persistent challenges associated with social inclusion.

What Is Important to People With Learning Disabilities in Supported Accommodation?

2025-06-24

Valerie Taylor , Claire Evans , Keri Heynes +3 more | British Journal of Learning Disabilities

ABSTRACT Background In the United Kingdom, approximately 25% of adults with learning disabilities live in supported accommodation. Operational models rarely consider how people with learning disabilities want to experience the … ABSTRACT Background In the United Kingdom, approximately 25% of adults with learning disabilities live in supported accommodation. Operational models rarely consider how people with learning disabilities want to experience the flow and rhythm of everyday life. The study explored adults with learning disabilities' perspectives of activity participation in supported settings. Method Participants were 19 adults with a learning disability who shared their views via one‐to‐one interviews and focus groups. Questions used for both the interviews and the focus groups were co‐produced with experts by experience. Data were analysed using a rapid analysis involving researchers and experts by experience. Findings Adults living in supported accommodation said they liked to participate in many activities, especially outside the home, and enjoyed being busy. They identified that their experience and choice could be affected by service limitations, mainly due to a lack of staff support, which in turn was linked to limitations in local authority funding and staff shift patterns. Conclusions Operational models for supported accommodation settings should prioritise supporting people to participate in a wealth of activities and to experience a ‘busy’ life, within their communities, moving beyond community presence. Such models would enable a better quality of life through greater self‐determination.

Project IMPACT: Achieving Family Stability for Parents With Intellectual Disabilities

2025-06-24

Wendy Zeitlin , Astraea Augsberger , Trupti Rao | Child Maltreatment

Parents with intellectual disabilities are disproportionately represented within child welfare systems in the US. Meanwhile, there is evidence to suggest that this is a sizeable population, and child welfare systems … Parents with intellectual disabilities are disproportionately represented within child welfare systems in the US. Meanwhile, there is evidence to suggest that this is a sizeable population, and child welfare systems encounter challenges in meeting families' needs. This study examines the potential efficacy of Project IMPACT, an intensive, in-home parent training program designed for parents with intellectual disabilities who have child welfare involvement. The aim of the program is to prevent family separation by improving parenting skills. The sample included 134 families who had participated in Project IMPACT and 355 families from a neighboring state who also had child welfare involvement. All families included a parent with intellectual disabilities. Treatment effects analysis was used to compare parents participating in Project IMPACT with a similar group of untreated parents. Logistic regression was used to identify between-group differences in family separation. Post-hoc analysis explored which families might benefit most from Project IMPACT. Project IMPACT families were 486% more likely to remain intact one year after program completion than untreated families. Effects were strongest for families with the youngest children. Child welfare systems should prioritize the implementation of evidence-informed interventions that tailor services to parents' distinct needs and learning styles. By providing effective preventive interventions, programs such as Project IMPACT can focus on keeping children safe at home while preventing family separation.

Caregiver capabilities: Healthcare interventions for children with developmental disabilities

2025-06-24

Lumka Magidigidi-Mathiso , Josè Frantz , G C Filies | African Journal of Disability

Developmental disabilities (DDs) involve impairments affecting children's abilities, impacting development and necessitating specialised care. Many caregivers face challenges caring for these children, lacking access to supportive healthcare interventions. Addressing this … Developmental disabilities (DDs) involve impairments affecting children's abilities, impacting development and necessitating specialised care. Many caregivers face challenges caring for these children, lacking access to supportive healthcare interventions. Addressing this issue aligns with United Nations (UN) goals for ensuring access to quality services for children with disabilities and their caregivers. This study aimed to systematically review and synthesise evidence on healthcare interventions enhancing caregiver capabilities for children with DDs, identifying intervention types, components and effectiveness. Our systematic review analysed peer-reviewed English-language studies from 2014 to 2024, focusing on interventions for caregivers of children with DDs. The review investigated healthcare interventions designed to enhance caregiver capabilities across diverse cultural contexts, examining international research to understand strategies supporting caregivers of children with DDs. We found significant improvements in caregiver well-being through five interventions. Parent education reduces stress and improves parenting. Peer support decreased isolation while counselling enhanced family functioning. Condition-specific interventions increased intervention adherence among minorities. Combined interventions showed strong positive effects, especially when tailored. Comprehensive programmes greatly improved caregiver quality of life. Further research is needed for underserved communities and culturally adaptive interventions. Our review indicates potential positive parental impacts with limited evidence. Small samples warrant future research using larger studies, emphasising rigorous methods, cultural adaptation and diverse community representation. Our review identifies promising intervention types and highlights the need for further research to optimise caregiver support and promote access to quality services.

The Relationship Between Executive Functioning and Burnout, Depressive, Anxiety and Broad Autism Phenotype Symptoms in Parents of Children with Autism Spectrum Disorder

2025-06-24

Mustafa Esad Tezcan , Şeyda Nur İspir Çaltıner , Hacer Reyyan Demirel +3 more | Online Türk Sağlık Bilimleri Dergisi

Objective: The aim of this study was to compare burnout, depression, anxiety and broad autism phenotype scores in parents of children diagnosed with autism spectrum disorder (ASD) with parents of … Objective: The aim of this study was to compare burnout, depression, anxiety and broad autism phenotype scores in parents of children diagnosed with autism spectrum disorder (ASD) with parents of typically developing (TD) healthy children and to investigate the relationship between these scores and executive functions. Materials and Methods: This study included 43 parents of children diagnosed with ASD and 53 healthy controls aged 29-40 years. Participants were evaluated with Beck anxiety-depression inventory, Maslach burnout inventory and Autism-Spectrum Quotient (AQ) scores. Parents were assessed with the Structured Clinical Interview for Mental Disorders using the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders and the Stroop test was administered to assess executive functions in parents. Results: Significantly higher anxiety, depression, burnout and AQ scores were observed in the ASD group compared to controls (p< 0.001). Compared to controls, the ASD group performed significantly worse on the Stroop test (p< 0.05). In addition, poor performance in the Stroop test was not significantly associated with anxiety, depression, burnout and AQ scores in the ASD group. Conclusions: This study suggests that parents of children with ASD may have more anxiety, depression and burnout symptoms.

The relationship between knowledge and parity with parental participation in child developmental screening

2025-06-23

Teesta Dey , Putu Eva Yuni Dyantari , Luh Yenny Armayanti +2 more | JURNAL ILMIAH KESEHATAN SANDI HUSADA

Introduction: Child development is a fundamental aspect determining their future quality of life. Stunting, as a long-term nutritional disorder, remains a significant health issue in Indonesia, with a prevalence of … Introduction: Child development is a fundamental aspect determining their future quality of life. Stunting, as a long-term nutritional disorder, remains a significant health issue in Indonesia, with a prevalence of 30.8%, according to Riskesdas 2018. Developmental check-ups play a key role in detecting developmental deviations. Yet, parental involvement remains low and is closely related to the level of understanding and number of children they have. Method: his research employed a cross-sectional approach using a questionnaire on parental knowledge and participation in child development screening, involving 47 respondents. Results: Chi-square test results showed a significant correlation between knowledge level and parental participation (p=0.01), while parity was not significantly associated with parental involvement (p=0.60). Conclusion: The analysis results indicate a significant relationship between knowledge and parental participation in child developmental screening, whereas parity does not show a statistically significant relationship with parental involvement.

Posttraumatic stress symptoms in Australian parents of autistic children: Factor structure of the International Trauma Questionnaire (ITQ) and the Posttraumatic Stress Disorder Checklist for the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (PCL-5).

2025-06-23

Kylie Hinde , Gert Martin Hald , David John Hallford +4 more | Psychological Trauma Theory Research Practice and Policy

Research indicates that parents of autistic children may have a higher risk of posttraumatic stress disorder (PTSD) than parents of neurotypical children. This study was to determine the optimal factor … Research indicates that parents of autistic children may have a higher risk of posttraumatic stress disorder (PTSD) than parents of neurotypical children. This study was to determine the optimal factor structure of two trauma screening assessments: the PTSD Checklist for Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) and the International Trauma Questionnaire, within this parent population. Confirmatory factor analysis examined and compared one novel DSM-5 model and 14 previously identified DSM-5 and International Classification of Diseases 11th Revision (ICD-11) trauma symptom models among Australian parents of autistic children (N = 563). Three DSM-5 PTSD models (anhedonia, hybrid, and intrusion/distress) provided a marginal fit, with the novel intrusion/distress model offering a superior fit. None of the five DSM-5 models tested achieved a good overall fit. For ICD-11, a three-factor model best fit the latent structure of PTSD symptoms. For complex PTSD (CPTSD), a two-factor second-order model and a six-factor first-order model provided a superior fit over five alternative CPTSD models. Results strongly support the internal reliability and construct validity of the ICD-11 PTSD and CPTSD models in Australian parents of autistic children, as measured by the International Trauma Questionnaire. The ICD-11 models outperformed the best DSM-5 models, highlighting their superiority for this population. While more complex DSM-5 models showed better fit than simpler ones, they still did not achieve a good overall fit. Notably, the results were largely consistent when assessing individuals meeting Criterion A for PTSD, specifically in relation to parenting-related traumatic experiences. The International Trauma Questionnaire is a more reliable and suitable tool for assessing PTSD and CPTSD in Australian parents of autistic children. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Coaching Strength-Based Parenting: Online Program’s Impact on Mothers’ Competence with Twice-Exceptional Children

2025-06-23

Melissa A. Jackson , Kasi Peters , Enyi Jen +1 more | journal for the education of the gifted

This research explored the impact of online parenting programs and guidance on mothers’ sense of competency in supporting their twice-exceptional (2e) children. Trained professionals in strength-based assessment conducted two independent … This research explored the impact of online parenting programs and guidance on mothers’ sense of competency in supporting their twice-exceptional (2e) children. Trained professionals in strength-based assessment conducted two independent studies. Study A involved 8 mothers with 2e children aged seven to ten with ADHD and gifted tendencies, while Study B included 9 homeschooling mothers of 2e children aged 8 to 14. Although both studies provided similar interventions, distinct characteristics arose due to the studies’ unique design and expertise of the facilitators. The parenting program was relatively short, lasting approximately 300–330 minutes over 3 and 6 weeks, respectively, allowing parents to implement and discuss strength-based strategies with facilitators. Mothers completed the Parenting Sense of Competency Scale before and after the program to assess their competency levels. Study B also collected qualitative feedback, revealing an improvement in mothers’ sense of competency and positive experiences. Although both interventions increased self-reported sense of competency, the amount varied between the studies. Suggestions and implications are discussed.

Using an Iterative Process to Deliver and Culturally Adapt a Caregiver-Mediated Early Language Intervention Within a Latino-Serving Community Nonprofit

2025-06-23

Katherine Pickard , Karen Guerra , Susana Rocha Ortiz +3 more | American Journal of Speech-Language Pathology

There is significant need for culturally responsive interventions that support Latino toddlers' early communication development. However, very few early language programs have been culturally adapted both prior to and during … There is significant need for culturally responsive interventions that support Latino toddlers' early communication development. However, very few early language programs have been culturally adapted both prior to and during community implementation using best practice frameworks. In response, the overarching goal of this project was to use a qualitative approach grounded in the Ecological Validity Framework to characterize the cultural adaptation of an empirically supported caregiver-mediated early language intervention, It Takes Two to Talk (ITTT), when delivered in Spanish within a community nonprofit providing wrap-around support to underserved Latino children and caregivers. The current study involved the delivery of ITTT in an iterative process in which information from a needs assessment and pre-implementation planning was used to inform a first and then second cohort of ITTT groups. In total, 37 Latino caregivers participated in ITTT groups. Detailed field notes during ITTT delivery were qualitatively coded using directed content analysis and used to inform the completion of the Cultural Adaptation Checklist (CAC). Findings indicated that cultural adaptations were made in nearly all sessions. Adaptation themes centered on adjusting the ITTT delivery methods in response to contextual constraints and content adaptations to supplement language facilitation strategies with information on developmental milestones, bilingual language development, and advocacy skills. Using the CAC to systematically track cultural adaptation helped to highlight the critical role of social context in shaping cultural adaptations and to plan for future implementation efforts within settings serving Latino caregivers and children.

ENTRE CUIDADOS E DESCUIDOS: QUEM CUIDA DE QUEM CUIDA?

2025-06-23

Beatriz Venancio Barbosa , Eduarda Coelho Garcia Custódio , Sandra Cristina Batista Martins | Revista Contemporânea

Este artigo aborda o sofrimento físico e psíquico vivenciado por famílias de crianças e adolescentes com Transtorno do Espectro Autista (TEA), destacando os impactos na qualidade de vida dos cuidadores. … Este artigo aborda o sofrimento físico e psíquico vivenciado por famílias de crianças e adolescentes com Transtorno do Espectro Autista (TEA), destacando os impactos na qualidade de vida dos cuidadores. O estudo teve como objetivo compreender as dificuldades enfrentadas por pais e responsáveis, considerando a dinâmica familiar, a adaptação às necessidades especiais dos filhos, as relações parentais, bem como os sentimentos, emoções e fatores estressores ou protetivos que influenciam esse contexto. Trata-se de uma pesquisa qualitativa, básica, descritiva e de campo, conduzida com pais e cuidadores por meio do projeto de extensão “TEA: conhecendo e construindo uma sociedade mais inclusiva”, promovido por um curso de Psicologia do interior do Paraná. A coleta de dados foi realizada por meio de um questionário desenvolvido pelas autoras. Os resultados evidenciaram fragilidades significativas na qualidade de vida dos cuidadores, ressaltando a necessidade de ações de sensibilização social e políticas públicas que assegurem apoio contínuo, acesso à saúde mental e educação inclusiva. O estudo também reforça a importância de projetos extensionistas e de serviços-escola no acolhimento e cuidado desses sujeitos.

Epilepsy: Understanding and managing the condition: A practical guide for families, By CharbelEl Kosseifi, CherylTveit, AnnaHalderson, Gillette Children's Healthcare Series. St Paul, MN: Gillette Children's Healthcare Press, 2025, £45.00 (paperback), £10.00 (eBook), pp. 364, ISBN: 978–1952181191

2025-06-23

Chahnez Triki | Developmental Medicine & Child Neurology

BENEFITS OF RECREATIONAL SWIMMING ON THE QUALITY OF LIFE OF CHILDREN AND ADOLESCENTS WITH AUTISM SPECTRUM DISORDER: A NARRATIVE REVIEW

2025-06-23

Michele Fernanda Rosa Delfino , Daniele Vieira Oliveira , Gleison Silva Morais +5 more | Seven Editora eBooks

The main findings show original articles which found in their outcomes that the practice of recreational and adapted swimming between 6 and 16 weeks, between 1 and 5 times a … The main findings show original articles which found in their outcomes that the practice of recreational and adapted swimming between 6 and 16 weeks, between 1 and 5 times a week, and lasting 45 to 60 minutes, was able to cause an improvement in cognitive and emotional development, with a reduction in irritability, improvement in motor and physical aspects, especially body balance, respiratory muscle strength, sleep quality and a reduction in inflammatory markers, as well as an improvement in socialization and social interaction in children and adolescents with ASD. Therefore, it can be concluded that the practice of aquatic activities based on swimming can improve and stimulate the cognitive, motor, physical, emotional and social development of children and adolescents with ASD.

Assessing the Impact of Coping Strategies and Resilience on Caregiver Burden in Parents of Children with Autism

2025-06-23

Pegi Karinda Pramadita , Izzatul Fithriyah | Medical Forum Monthly

Objective: To examine the relationship between coping strategies, resilience, and caregiver burden in parents and caregivers of children with ASD.Study Design: Cross-sectional studyPlace and Duration of Study: This study was … Objective: To examine the relationship between coping strategies, resilience, and caregiver burden in parents and caregivers of children with ASD.Study Design: Cross-sectional studyPlace and Duration of Study: This study was conducted at the Dr. Soetomo General Hospital and Airlangga University Hospital in Indonesia from September 2024 - January 2025.Methods: This cross-sectional study involved parents and caregivers of children with ASD at Dr. Soetomo Hospital, Surabaya. Validated self-report questionnaires assessed coping strategies, resilience, and caregiver burden.Results: Among 52 caregivers, 63.5% relied on emotion-focused coping, with avoidance as the most common strategy. Resilience scores ranged from 36 to 76, with higher scores indicating greater adaptability. Caregiver burden was high or very high in 40.2% of participants. Statistical analysis confirmed a significant relationship between coping strategy and caregiver burden (p < 0.05) and between resilience and caregiver burden (p < 0.05).Conclusion: Emotion-focused coping, particularly avoidance, is associated with higher caregiver burden, whereas higher resilience correlates with lower burden. Encouraging problem-focused coping strategies and resilience building interventions may help reduce caregiver burden in parents and caregivers of children with ASD.

Sleep in Infants with Down Syndrome or Familial Likelihood of Autism in the First Year of Life

2025-06-23

Emma R Coco , Jeffrey Munson , Tanya St. John +7 more | Journal of Autism and Developmental Disorders

Exploring the Subjective Well-Being of Mothers Raising Children with ADHD: A Mediation Model of Resilience, Parenting Self-Efficacy, and Social Support

2025-06-23

Sri Asih Andayani , Jatie K. Pudjibudojo , Evy Tjahjono | Journal of Educational Health and Community Psychology

Mothers of children with ADHD face complex parenting challenges that directly impact their subjective well-being (SWB). This study aims to examine the influence of parenting self-efficacy (PSE) and social support … Mothers of children with ADHD face complex parenting challenges that directly impact their subjective well-being (SWB). This study aims to examine the influence of parenting self-efficacy (PSE) and social support on SWB, with resilience serving as a mediating variable. A quantitative approach with a causal-comparative design was applied, and data were analyzed using Structural Equation Modeling (SEM). A total of 419 mothers of children with ADHD enrolled in inclusive elementary schools in Surabaya were selected through purposive sampling. The results revealed that PSE did not have a direct effect on SWB but showed a significant indirect effect through resilience. Similarly, social support did not directly influence SWB, but indirectly contributed to it via increased resilience. These findings suggest that resilience plays a central role as a psychological mechanism linking internal (PSE) and external (social support) resources to maternal well-being. This study offers practical contributions for developing family-based psychological interventions that prioritize resilience enhancement, as well as theoretical contributions by modeling multivariate relationships among psychological constructs in the context of neurodivergent families.

Attitudes of Parents of Neurotypical Children Towards Inclusive Education in Cyprus and Greece

2025-06-23

Kika Hadjikakou , Κατερίνα Αντωνοπούλου , Aglaia Stampoltzis +3 more | Education Sciences

Inclusion is among the greatest challenges worldwide for educational systems. The present study examines the attitudes towards inclusion of parents of neurotypical children attending inclusive mainstream primary schools in Cyprus … Inclusion is among the greatest challenges worldwide for educational systems. The present study examines the attitudes towards inclusion of parents of neurotypical children attending inclusive mainstream primary schools in Cyprus and Greece. Moreover, it addresses potential links between parental inclusion attitudes and different aspects of inclusive education, such as accommodation of different special educational needs (SENs), willingness to establish contact with children with SENs and their families, and knowledge of the strengths and difficulties of children with SENs. The participants were 202 parents from Cyprus and 166 parents from Greece who filled in a 74-item questionnaire. The results indicated that both Greek and Cypriot parents held good knowledge of the characteristics of children with SENs and positive attitudes towards the inclusion of children with SENs. Both groups of parents believed that certain disability categories can be more easily accommodated in mainstream schools. Parental beliefs towards inclusion were found to moderately predict attitudes towards the accommodation of SENs, willingness to develop and maintain social contact with the families of children with SENs, and ability attribution to children with SENs. This study suggests the importance of taking into account parental factors to improve attitudes and behaviors towards inclusion.

Physical health as mediator between parental stress and quality of life among parents of children with developmental disabilities

2025-06-22

A.J. Pathak , Ramakrishna Biswal | Asia Pacific Journal of Social Work and Development

The impact of parenthood on mental health within the academic community: highlighting vulnerabilities and identifying high-risk groups

2025-06-21

Sarah Rocha , Fernanda Stanisçuaski , Marta F. Nudelman +7 more | Humanities and Social Sciences Communications

Indicators for Intellectual Disability Where No Formal Diagnosis Exists but Nursing Knowledge Demonstrates Grounds for a Formal Assessment: A Scoping Review

2025-06-21

Owen Doody , Kumaresan Cithambaram , Judy Ryan +3 more | Healthcare

Globally, 1–3% of the population has an intellectual disability, but some remain undiagnosed, resulting in limited access to essential health and social care services, poor health outcomes, and higher risks … Globally, 1–3% of the population has an intellectual disability, but some remain undiagnosed, resulting in limited access to essential health and social care services, poor health outcomes, and higher risks of homelessness, substance abuse, and imprisonment. A formal diagnosis enables early intervention and support. A scoping review was conducted to explore research on undiagnosed intellectual disability, screening processes, and identifying indicators. Method: The scoping review search was conducted using academic databases such as CINAHL, PsycINFO, Scopus, and PubMed, along with eight grey literature sources. In addition, the reference lists of the included studies were explored. Information specialists supported and guided the search process. The search included qualitative, quantitative, review, and mixed-method research studies published in English between 2000 and 2024. Two reviewers screened papers for eligibility by title, abstract, and full text. Result: A total of 11,475 papers were screened, with 57 papers from various countries included in the review. Indicators of intellectual disability were identified in three settings: (1) educational settings (preschool, primary, and secondary schools); (2) social care services, including homeless and community services; and (3) criminal services, such as courts, probation, and prisons, highlighting the wide applicability of findings. These indicators were linked to “experiences”, “behaviours”, “challenges”, and “observations”. Conclusion: This review emphasised the importance of early diagnosis by adopting appropriate assessment tools, which require national screening policies. It also highlighted the essential role of professionals working in intellectual disability services in identifying and supporting undiagnosed individuals, particularly within high-risk populations. Implication: The review’s findings will guide policy, practice, and research recommendations for enhancing the early identification of people with intellectual disabilities.

Kindness and curious kinships in the lives of family carers of adults with learning disabilities

2025-06-21

Francesca Ribenfors , Martina Smith , Katherine Runswick‐Cole +1 more | International Journal of Care and Caring

This article engages with transcripts from 12 family carers to explore kindness in the lives of family carers and adults with learning disabilities. Knowing that kindness matters and understanding it … This article engages with transcripts from 12 family carers to explore kindness in the lives of family carers and adults with learning disabilities. Knowing that kindness matters and understanding it to be linked to an expansive notion of kinship that transcends familial ties, we examine its presence and absence in interactions between family carers and health and social care professionals, services and systems. Our findings show how a lack of curiosity and disconnection from kin hinders kindness and isolates carers, highlighting the need to embed a socially just, cultural politics of kindness in health and social care services and systems.

Testing an Advocacy Program to Improve Service Access Among Latino Families of Autistic Youth: A Randomized Controlled Trial

2025-06-21

Meghan M. Burke , Saury Ramos‐Torres , Gabriela Herrera Espinosa +4 more | Autism Research

ABSTRACT Families of transition‐aged youth with autism often struggle to access services. Due to systemic barriers, Latino, Spanish‐speaking families of autistic youth especially struggle to access services. One way to … ABSTRACT Families of transition‐aged youth with autism often struggle to access services. Due to systemic barriers, Latino, Spanish‐speaking families of autistic youth especially struggle to access services. One way to improve service access is through parent advocacy abilities (i.e., knowledge of adult services, advocacy abilities and comfort, empowerment). To improve parent advocacy abilities and, ultimately, service access, we conducted a randomized controlled trial to test the feasibility and efficacy of an advocacy program: ASISTIR (Apoyando a nueStros hIjo/as con autiSmo obTener servIcios de tRansición; Supporting our Children with Autism to Obtain Transition Services). Of the 30 participants who were retained for analyses, intervention (vs. waitlist‐control) group participants demonstrated significant increases in knowledge about adult services, advocacy activities, advocacy skills and comfort, and empowerment. Further, intervention (vs. waitlist‐control) group participants demonstrated significantly greater service access. Implications for research and practice are discussed. Trial Registration: clinicaltrials.gov : NCT06207149

Experiences of stigma among caregivers of children with disabilities in Freetown

2025-06-20

Hanna Luetke Lanfer , Élizabeth Anderson , Fatmata Bah +3 more | Scientific Reports

Abstract Stigma surrounding disability continues to shape the lives of affected individuals and their families across diverse contexts. Studies indicate that caregivers of children living with disabilities (CLWDs) face stigma … Abstract Stigma surrounding disability continues to shape the lives of affected individuals and their families across diverse contexts. Studies indicate that caregivers of children living with disabilities (CLWDs) face stigma through their close association with the CLWD and the internalization of these beliefs. In Sierra Leone, experiences of stigma among caregivers may be intensified by beliefs that link disability to spiritual or moral failings of the CLWD’s family and extend blame for the child’s condition to the caregiver. This study explores how caregivers experience and respond to these intersecting forms of stigma and the social support they encounter or desire. We conducted six focus group discussions with 37 caregivers of CLWDs in Freetown, Sierra Leone, recruited through hospitals and a non-governmental organization providing therapeutic services. Discussions were guided by a semi-structured interview protocol and analyzed using qualitative content analysis. Caregivers reported experiencing stigma through labeling, avoidance, societal blame, and coercion into traditional practices. Stigma was deeply rooted in cultural narratives that attribute disability to supernatural causes, often extending blame to caregivers. Participants employed three overarching strategies to navigate stigma: withdrawing, coping (e.g., spiritual reframing, focusing on positive interactions), and resisting (e.g., challenging superstitious beliefs, advocating for inclusion). Despite some positive experiences of empathy and social inclusion, caregivers expressed a strong need for more practical support, community awareness, and holistic interventions to reduce stigma and foster understanding. This study sheds light on how intersecting forms of stigma—stigma by association, attributions of blame, and internalized stigma—shape the experiences of caregivers in Sierra Leone. While participants demonstrated resilience and adaptive strategies, the dual stigma of association and societal blame underscores the urgent need for inclusive policies and community-based interventions. Amplifying the voices of caregivers and addressing their needs holistically are essential steps toward reducing stigma and creating supportive environments. This study contributes to the broader discourse on caregiving and stigma, offering insights for research and interventions in similar cultural contexts.

Pilot of an Online Spanish-Language Support Group for Caregivers of Neurodivergent Children

2025-06-20

Jonathan Safer‐Lichtenstein , Marcela Galicia , Ileana Umaña +1 more | Hispanic Journal of Behavioral Sciences

Spanish-speaking caregivers of neurodivergent children face unique challenges due to language barriers and socioeconomic status. This study evaluates the acceptability and effectiveness (as measured by pre-post changes in self-reported family … Spanish-speaking caregivers of neurodivergent children face unique challenges due to language barriers and socioeconomic status. This study evaluates the acceptability and effectiveness (as measured by pre-post changes in self-reported family empowerment and caregiver stress) of an online support group for Spanish-speaking caregivers. Although this study found no statistically significant changes in caregiver stress nor empowerment, participants reported high satisfaction and likelihood to recommend the group. The study emphasizes that support groups for Spanish-speaking families of neurodivergent children are feasible and acceptable, even though changes in caregiver outcomes were not detected immediately following the program. Limitations include that the program was internally developed and that measures used potentially may have had limited sensitivity. Future research could consider other outcome measures and compare this program to other previously validated programs.

The effect of a web-based acceptance and commitment therapy intervention on the caregiving burden of mothers of children with chronic conditions: A randomized controlled trial

2025-06-20

Marziyeh Mirzalou , Fatemeh Ebrahimpour , Fariba Zarani +1 more | Journal of Pediatric Nursing

‘We are here and we deserve it’: being an autistic teacher in Poland

2025-06-20

Rebecca Wood , Anna Gagat‐Matuła , Ewa Domagała-Zyśk +1 more | International Journal of Inclusive Education

The impact of Down syndrome on patients’ caregivers: a survey of an Italian paediatric cohort

2025-06-20

Rossana Gnasso , Ayda Tavakkolifar , Giuseppe Esposito +4 more | Neurological Sciences

A EXPERIÊNCIA MATERNA DIANTE DO AUTISMO: UM ESTUDO SOBRE O PROCESSO DE LUTO E A INTERVENÇÃO PSICANALÍTICA

2025-06-20

Flávia Adriane Bueno Basso , Diego da Silva | Revista Ibero-Americana de Humanidades, Ciências e Educação

Este estudo explorou as emoções perdidas pelas mães das crianças diagnosticadas com um problema do espectro autista (TSA) e concluiu que a intervenção psicanalítica é possível que ajudar no desenvolvimento … Este estudo explorou as emoções perdidas pelas mães das crianças diagnosticadas com um problema do espectro autista (TSA) e concluiu que a intervenção psicanalítica é possível que ajudar no desenvolvimento da resiliência face a esta realidade. O estudo concentra-se nos processos afetivos e nos fatores que facilitam a aceitação da tristeza e a reestruturação das atenções ligadas à maternidade. Com base na literatura existente, a pesquisa examinou os estudos mais recentes sobre o mal material no contexto da TSA e nas intervenções psicanalíticas. Os resultados indicam que o mal material é intensificado pela falta de eficácia social e pela estigmatização associada à TSA. O estudo revelou que as intervenções psicanalíticas, conjuntamente com a base social comunitária, são cruciais para reforçar a resiliência psicológica dessas mães. A conclusão é que as mães de crianças autistas têm necessidades específicas que não é possível quem ser satisfatórias de acordo com as abordagens universais. Finalmente, foi sugerido que o desenvolvimento de políticas públicas e de intervenções clínicas visasse proporcionar um estímulo emocional e social suplementar às mães melhoradas, não apenas a qualidade de vida dessas mulheres, mas também as crianças autistas.

Patterns of needs among Iraqi families caring for children with autism spectrum disorder: a cross-sectional study

2025-06-20

Nadia Kadhim Nayyef , Shatha Mohammed Jasim , Faris Lami +4 more | Frontiers in Psychiatry

Objective Children with autism spectrum disorder (ASD) often require significant family support to carry out their daily activities. Assessing the needs of these families is important to optimize the use … Objective Children with autism spectrum disorder (ASD) often require significant family support to carry out their daily activities. Assessing the needs of these families is important to optimize the use of the limited financial and professional resources available to them. This study aims to evaluate the needs of Iraqi families who care for children with ASD in various area and explore how these needs are related to the characteristics of child. Method Parents of children with ASD attending Al-Subtain Academy for Autism and Neurodevelopmental Disorders were included in a cross-sectional survey between January 20, 2024, and September 9, 2024. A structured standardized questionnaire was utilized to evaluate family needs in four domains: the need for information, explaining to others, childcare needs, and professional support. Result 249 parents were interviewed, consisting of 196 (78.7%) mothers and 53 (21.3%) fathers. Over 80% of parents required support in finding information, particularly information regarding services available for their children. With in their perspective domains, support in finding reading materials about similar families and talking to them were the most requested needs, being mentioned by 40.6% and 18.1% of parents, respectively. Parents of children with comorbidities reported higher childcare and professional support needs, presumably due to a higher need for respite care and more time spent talking to teacher and therapists. Conclusion Parents should be provided with better access to information, particularly regarding services available for their children, and more opportunities to communicate with teachers, therapists, and similar families to reduce social isolation.

Practical ways to build reflections so they have a strategic purpose in learning disability care

2025-06-19

Bob Price | Learning Disability Practice

The results of the pilot study of the Sibling relationship

2025-06-19

Kunduz Musa , Maira Kabakova , V. Kudryavtsev +2 more | The Journal of Psychology and Sociology

The relevance of the research problem is due to the low level of study in Kazakh psychology. The purpose of this study is to confirm the effectiveness of the selected … The relevance of the research problem is due to the low level of study in Kazakh psychology. The purpose of this study is to confirm the effectiveness of the selected mixed methods for studying sibling relationships, since in previous studies of sibling relationships, blank methods were mainly used. The scientific and practical significance of this study lies in conducting an experiment using a cybernometer device supplemented with valid techniques. The work tested the hypothesis that the relationship of adult siblings can be influenced by the age difference between them, gender, lack of joint activity. The study involved 18 subjects (9 pairs) aged from 14 to 50 years. At the 1st stage of the study, all subjects participated in an experiment on a cybernometer with their siblings, and at the 2nd stage, all siblings answered a specially prepared battery of questionnaires. Such features as empathy in sibling relationships and trust in each other, revealed during the experiment, were also revealed as a result of the survey. The value of the research lies in expanding the scope of the cybernometer device in psychological research. The data obtained from sibling subjects who performed tasks according to specific instructions on a cybernometer are confirmed by the results of standardized techniques. It has been proven that the relationship between siblings is influenced by the age difference between them and the gender of the siblings. The conducted pilot study confirmed the correctness of the chosen methods for studying sibling relationships, and they can be used in the main study. Keywords: sibling, sibling relationship, cybernometer, joint activity, compatibility.

Effectiveness of mindfulness-based intervention in reducing stigma stress among parents of autistic children: A randomized controlled trial

2025-06-19

Kevin Ka Shing Chan , Jack Ka Chun Tsui | Research in Developmental Disabilities

Life satisfaction among racially/ethnically minoritized college students with disabilities: Examining three dimensions of social support

2025-06-19

Kyesha M. Isadore , Amber O’Shea , Angélica Galván | Journal of American College Health

Objective: The purpose of the current study was to examine the relationship between social support and life satisfaction for racially/ethnically minoritized (REM) college students with disabilities and to identify specific … Objective: The purpose of the current study was to examine the relationship between social support and life satisfaction for racially/ethnically minoritized (REM) college students with disabilities and to identify specific types of social support that have a larger effect on their life satisfaction. Participants: Respondents included 66 REM college students with disabilities (Mage = 22.7, SD = 6.45). Methods: Cross-sectional data were collected from university students in the spring of 2019. Hierarchical linear regression was employed to examine the effect of support from significant others, friends, and family on life satisfaction. Results: Results of the analyses revealed that social support significantly predicted 47% of the variance in life satisfaction, with family support having the largest effect. Conclusions: The results underscore the critical role of family support in enhancing life satisfaction for REM students with disabilities, highlighting the need for culturally and contextually sensitive support systems that prioritize familial engagement.

A Co-Produced Qualitative Exploration of Autistic Experiences at an Irish Higher Education Institution

2025-06-19

Stuart Neilson , Jane O’Kelly , Jessica K. Doyle +4 more

Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrolment at an Irish Higher Education Institution (HEI). Autistic student's experiences of belonging, acceptance and … Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrolment at an Irish Higher Education Institution (HEI). Autistic student's experiences of belonging, acceptance and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. Methods: A sample of autistic student participants (n=14) took part in flexible semi-structured interviews. Results: The findings of this study reveal diverse experiences across the participants in higher education, emphasising the need for inclusive approaches recognising autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging with a lack of personalised and flexible support leading to anxiety and a lack of predictability. Participants also identified a range of challenges and barriers they experienced while navigating college life. These included learning environments they experienced as hostile due to sensory challenges on campus, a lack of understanding regarding autistic neurology among university staff and peers, inconsistency and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socialising and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the neurodivergent society, were a very positive factor in supporting well-being, social acceptance and a sense of belonging. Other supports were specialist support staff, such as the Autism-Friendly coordinator and occupational therapist at student services. Discussion: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems like DARE and Autism University Support Coordinators in easing transitions and supporting predictability and acceptance.

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