Developing a Student Respite Provider System for Children With Autism

Openden, Daniel; Symon, Jennifer B.; Koegel, Lynn; Koegel, Robert L.

doi:10.1177/10983007060080020301

Cited by 13 publications

(9 citation statements)

References 4 publications

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“…In total, there were 16 qualitative studies looking at the views of users of short breaks (Smith et al 1988, Stalker 1988, Baxter et al 1991, Hubert 1991, Minkes et al 1994, Platts et al 1995, Prewett 1999, Kelly et al 2000, Hartrey & Wells 2003, MacDonald & Callery 2004, McConkey et al 2004, Eaton 2008, Wilkie & Barr 2008, Doig et al 2009, Langer et al 2010, Preece & Jordan 2010), plus one report reporting comments in relation to innovative examples of short breaks which are flexible and family‐centred approaches rather than traditional residential care solely for the disabled child (Social Care Institute of Excellence, 2008), one article presenting anecdotal impressions on the benefits of one short breaks scheme (Openden et al 2006), and one article (Challenging Behaviour Foundation & Tizard Centre, 2009) providing additional comments from family carers in relation to the cross‐sectional survey results reported in McGill (2009).…”

Section: Resultsmentioning

confidence: 99%

“…Generally, studies looking at the views of family carers regarding short breaks indicate that parents consider short breaks to be of benefit to the child (Ptacek et al 1982, Gerard 1990). Specific reported benefits include: providing the first opportunity they have had to mix with non‐disabled children (Oswin 1984); gaining in social skills, maturity and capacity for independence, including learning to separate from parents (Stalker 1988); getting new experiences and the child being happier due to attention from short break carers who have more time to spend with them (Baxter et al 1991); the opportunity to socialise outside the family (Sherman 1995); exposure to new stimuli and interests, increased social awareness and the development of social skills, development of friendships with hosts’ children, growing independence from the family, and increased confidence (Swift et al 1991); enjoyment and the chance to do activities they would not have done at home (McGill 1996); socialising with others, new environment or activities, building a relationship with short break carers, and the disabled child having a break (McConkey et al 2004); enabling children to experience new activities, opportunities for the child to mix with others, giving the child a break from parents, and preparing them for adult life (Tarleton & Macaulay 2002); the opportunity to interact socially with others in a different environment, enjoyment, getting used to being away from home, becoming more independent, and being able to go on outings and join in different activities that they could not do at home (McConkey et al 2004); facilitate social and recreational opportunities (Forde et al 2004); opportunities for social communication (Openden et al 2006); meeting other young people and increasing confidence (McConkey 2008); opportunities to make friends, develop social skills, take part in social activities, learn independence skills, and make their child happier (Shared Care Network, 2008); and opportunity to meet children outside the family and school, increased social skills, and increased opportunities to participate in leisure activities in the community (Wilkie & Barr 2008). Hospice based short breaks also gave the child the chance to talk to staff about death and dying, meet children like themselves and feel less different (Davies et al 2004).…”

Section: Resultsmentioning

confidence: 99%

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The Impacts of short break provision on families with a disabled child: an international literature review

Robertson

Hatton

Wells

et al. 2010

Health &Amp; Social Care in the Community

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What is known about this topic dSuccessive governments have been committed to providing short breaks for families with a disabled child. The benefits of short breaks for families include: reduction in carer stress; new experiences for disabled children; and carers having time with their other children. What this paper adds dA comprehensive international review of 60 articles or reports examining the impact of short breaks on families with a disabled child. Further research could address the experiences of family members beyond mothers, and examine the long-term impact of short breaks within the contexts of other family support services. AbstractThere are widespread assumptions about the potential impacts of short breaks on family carers and disabled children. This review aims to evaluate the existing international research evidence concerning the impacts of short breaks on families with a disabled child. Electronic literature searches were conducted using ASSIA, PsycInfo, CINAHL, and Web of Science, and requests for information were sent to selected email lists. Of 60 articles or reports identified for inclusion in the review, the vast majority of studies were cross-sectional, with only eight studies using quasi-experimental pre-post designs or longitudinal designs. Nonetheless, the consistency with which some findings have been reported suggests that short breaks appear to have the potential to positively impact on not only the well-being of carers, but also the children receiving short breaks and their families as a whole. Additional research is warranted in a number of areas. First, research needs to consider the impact of short breaks on fathers. Second, there is a need to consider in more depth how short breaks can impact on the siblings of disabled children. Third, research could consider how best short breaks can be combined with other interventions to maximise the impact for disabled children and their families. Fourth, research needs to look at the longer term impact of short breaks on outcomes for disabled children and their families. What is needed is evidence on what type of short breaks are best for children and families with particular characteristics at particular times during the course of the child's maturation towards adulthood.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Impacts of short break provision on families with a disabled child: an international literature review

Robertson

Hatton

Wells

et al. 2010

Health &Amp; Social Care in the Community

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“…A model for building social capital by establishing a system of paid and unpaid caregivers is described by Zloty, Roger, and Lobchuk (2011). Options to strengthen networks of caregivers, such as using university students, are described in detail by Openden, Symon, Koegel, and Koegel, (2006) and by Murphy and Verden (2012).…”

Section: Implications For Research Policy and Practicementioning

confidence: 99%

Respite Care, Marital Quality, and Stress in Parents of Children with Autism Spectrum Disorders

Harper¹,

Dyches

Harper

et al. 2013

J Autism Dev Disord

155

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Parents of children with autism spectrum disorders (ASD) are at risk for having higher stress and lower marital quality than other parents. Survey data regarding respite care, marital quality, and daily hassles and uplifts were obtained from 101 mother-father dyads who were together raising at least one child with ASD (total # of children = 118). Number of hours of respite care was positively related to improved marital quality for both husbands and wives, such that a 1-h increase in weekly respite care was associated with a one-half standard deviation increase in marital quality. This relationship was significantly mediated by perceived daily stresses and uplifts in both husbands and wives. More respite care was associated with increased uplifts and reduced stress; increased uplifts were associated with improved marital quality; and more stress was associated with reduced marital quality. The number of children in the family was associated with greater stress, and reduced relational quality and daily uplifts. Results suggest policymakers and practitioners should develop supports for providing respite for families raising children with ASD.

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“…Une étude de Eaves et Ho (2008) estime que 56 % des familles d'enfants présentant un TSA utilisent diverses formes de services de répit et 40 % ont accès à un centre de jour. Les parents affirment que les répits leur donnent du temps pour répondre à d'autres demandes dans différentes sphères de leur vie et ce temps gagné leur permet de passer des moments de qualité avec leur enfant ayant un TSA (Openden, Symon, Koegel, & Koegel, 2006).…”

Section: Familleunclassified

Le parcours des parents et des enfants présentant un TSA

Poirier

Vallée-Ouimet

2015

smq

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Objectif : Cette recherche s’intéresse à l’expérience des parents (n = 41) concernant leur enfant ayant un trouble du spectre de l’autisme (TSA) selon différents thèmes clés de son développement, soit le diagnostic, la santé, la famille, l’intervention, le milieu de garde éducatif, le milieu scolaire, l’âge adulte et la reconnaissance du trouble. Méthode : Quarante et un parents de personne présentant un TSA ont été recrutés par la Fédération québécoise de l’autisme (FQA) et certains par échantillonnage de convenance afin d’assurer une variabilité quant à la sévérité du trouble. Ils ont ensuite répondu à un questionnaire de 192 questions, couvrant les données signalétiques du répondant, le diagnostic de l’enfant, l’état de santé, l’aspect familial, les services de répit, le milieu de garde éducatif, les interventions, le milieu scolaire fréquenté, la période de l’adolescence, l’âge adulte, les droits et la reconnaissance du trouble. Ce questionnaire a été lu et commenté par dix étudiantes de niveau doctoral en psychologie et par trois experts en TSA afin d’évaluer la pertinence, la justesse et l’étendue des questions. Le questionnaire a été passé à 10 parents dans le cadre d’une étude qualitative et les questions ont été ajustées pour concevoir le questionnaire de la présente étude. Résultats : Les résultats indiquent que les premières inquiétudes des parents à ce qui a trait au développement de leur enfant concernent le langage, le contact visuel, l’isolement et la motricité. Les parents mentionnent éprouver des émotions positives comme la fierté et la joie ainsi que des émotions négatives telles que l’inquiétude relativement à l’avenir à leur enfant. Quelques familles profitent des services de répit et les parents estiment que les services d’intervention sont insuffisants. Près de la moitié des parents sont satisfaits des services reçus à l’école. La plupart des adultes ayant un TSA habitent toujours avec au moins un de leurs parents. Certains d’entre eux travaillent, mais la rémunération est minimale. Sur le plan de la reconnaissance, une majorité de parents indique qu’ils auraient préféré que leur enfant n’ait pas de TSA afin que la vie de ce dernier soit plus facile. Conclusion : Les données recueillies permettent une compréhension de l’expérience des parents pouvant servir à l’adaptation des services aux familles d’enfant présentant un TSA. Une plus grande connaissance quant aux services éducatifs en milieu de garde, aux services d’interventions à prodiguer à leur enfant lors de la petite enfance ou en milieu scolaire ainsi qu’aux services pouvant être obtenus sur le plan des répits serait à favoriser afin d’aider les parents à mieux organiser les services de leur enfant.

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Developing a Student Respite Provider System for Children With Autism

Cited by 13 publications

References 4 publications

The Impacts of short break provision on families with a disabled child: an international literature review

The Impacts of short break provision on families with a disabled child: an international literature review

Respite Care, Marital Quality, and Stress in Parents of Children with Autism Spectrum Disorders

Le parcours des parents et des enfants présentant un TSA

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