Parental perception of the importance of friendship and other outcome priorities in children with autism spectrum disorder

Petrina, Neysa; Carter, Mark; Stephenson, Jennifer

doi:10.1080/08856257.2014.943566

Cited by 18 publications

(14 citation statements)

References 43 publications

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“…It is important to note that the highest priority reported in this study is social communication skills, and this matches the results of several studies done in developed countries (e.g. Lai & Weiss, 2017;Petrina et al, 2015;Pituch et al, 2011;Preece et al, 2017;Spann et al, 2003). This indicates the importance of social communication skills for parents, and the significance of implementation or development of intervention programs to enhance these skills.…”

Section: Discussionsupporting

confidence: 89%

“…Moreover, for professionals working with children with ASD, it can be vital to determine parents' intervention priorities (Lang, Regester, Rispoli, Pimentel, & Camargo, 2010), in order to select appropriate treatment goals (Bloch & Weinstein, 2009). If intervention plans for children are designed via reciprocal interaction between parents and professionals, this enhances both the effectiveness of those plans and parents' satisfaction (Petrina, Carter, & Stephenson, 2015). In fact, when professionals in developing countries want to move from traditional intervention approaches (i.e.…”

mentioning

confidence: 99%

“…Schaaf et al (2015) indicated that 32 parents of children with ASD in a qualitative study reported daily living, play skills and social skills as their highest priorities for intervention. Petrina et al (2015) worked with 74 parents of "high-functioning" children with ASD aged 5-10 years, and reported that when given a choice of social skills, motor abilities, finding friends, academic skills and emotional behaviors as a focus, parents selected social skills as their first intervention priority and emotional behaviors as the second. In a study with 148 parents of children with ASD aged five to 15 years from three different eastern European countries, the parents reported social communication skills as their highest intervention priority (Preece et al, 2017).…”

mentioning

confidence: 99%

“…In spite of this existing research base, this area still needs more research, in comparison with other topics in ASD (Lang et al, 2010;Petrina et al, 2015), and especially in developing countries (Kelly et al, 2016;Samadi & McConkey, 2011). In developing countries, most studies about ASD focus on the prevalence or etiology of ASD.…”

mentioning

confidence: 99%

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The intervention priorities of parents of children with autism spectrum disorders in Iran

Ghanadzade¹,

Waltz

Ragi³

2018

Research in Autism Spectrum Disorders

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When designing and implementing evidence-based programs for children with an autism spectrum disorder, the intervention priorities of parents are important criteria. Although studies in developed countries have explored parents' intervention priorities, there is a paucity of this kind of research in developing countries. This research explores the intervention priorities of 207 Iranian parents for their children with autism in Tehran, the capital of Iran. Participants with children between 2 to 21 years of age were asked to rate their intervention priorities from among 10 main categories. In addition, correlations between children's difficulties and parental intervention priorities were examined. The results indicate that building social communication skills was the highest intervention priority for parents of Iranian children with autism, a contrast to typical current service provision in Iran. The results also substantiated that presence of social communication difficulties and challenging behaviors in children are typically correlated with parents' intervention priorities. 1. Introduction The intervention priorities of parentsof children with an Autism Spectrum Disorder (ASD) are important: understanding these and incorporating them into treatment and support programs is likely to increase parental acceptance, participation and satisfaction, and these factors are likely to lead to better outcomes for children. However, the priorities of parents in developing and developed countries may differ. This research seeks to understand the treatment priorities of parents in Iran, and to compare these with parental priorities reported in similar studies completed in developed countries. A secondary aim is exploring whether there is a correlation between parents' intervention priorities and their child's ability level. Autism Spectrum Disorders are neurodevelopmental disorders that can be diagnosed by documenting difficulties in social communication skills and the existence of repetitive and stereotypical behavior (American Psychiatric Association, 2013). The most recent research literature indicates that the prevalence of ASD is increasing in most countries (Hill, Zuckerman, & Fombonne, 2015; Pellicano, Dinsmore, & Charman, 2014). This increase in prevalence is not believed to reflect a rise in incidence, but is instead derived from increased awareness and availability of diagnostic services (Rice et al., 2012). In Iran, the first study about the prevalence of ASD reported a rate of 6.26 in 10,000 (Samadi, Mahmoodizadeh, & McConkey, 2012), but a more recent study indicates that prevalence has reached 95.2 in 10,000 (Samadi & McConkey, 2015). Parents and professionals try hard to find more effective and evidence-based interventions for their children or clients with ASDs

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The intervention priorities of parents of children with autism spectrum disorders in Iran

Ghanadzade¹,

Waltz

Ragi³

2018

Research in Autism Spectrum Disorders

View full text Add to dashboard Cite

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“…Much of the research in this area has been conducted quantitatively using parentaloverwhelmingly maternal -report (e.g., Bauminger Zviely et al, 2014;Petrina, Carter, & Stephenson, 2015;Rowley et al, 2012). Nevertheless, study findings have been found to differ according to respondent, such as in the case of internalising problems, where parents typically report lower levels of loneliness and anxiety than their child (Knott, Dunlop, & Mackay, 2006), and social skills where young people tend to report higher levels than their parents and teachers (Knott et al, 2006;Myles, Barnhill, Hagiwara, Griswold, & Simpson, 2001).…”

Section: Current Evidencementioning

confidence: 99%

Perceptions of friendship among adolescents with autism spectrum conditions in a mainstream high school resource provision

O’Hagan

Hebron

2016

European Journal of Special Needs Education

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Establishing and maintaining friendships is frequently challenging for young people with autism spectrum conditions (ASC). However, few studies have explored influences on friendship development, meaning that knowledge of friendship formation processes remains limited at a critical point in social development. As friendship can impact on well-being and the success of educational inclusion, addressing this issue is important and timely. This study explores friendship among adolescents with ASC, and in particular the meaning and nature of friendship, including perceived influences on its development. Semi-structured interviews were conducted with nine participants: three adolescent students with ASC, a parent of each student, and key teachers. Students were found to have an understanding of friendship, although parents often felt it was theoretical and did not correlate with their own experiences. All of the students expressed a desire for friendship and reported having experienced loneliness. Friendships tended to centre on structured activities such as computer games, which provided both support and obstacles for friendship development. Further individual and contextual influences included levels of maturity, understanding of social rules, school environment, and peer acceptance. The implications of these findings are discussed in relation to research and practice in educational settings.

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Increasing selection of and engagement in physical activity in children with autism spectrum disorder

Goldman

DeLeon

2022

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) engage in reduced levels of physical activity relative to neurotypical children. Researchers conducted 2 studies to 1) evaluate the influence of the number of physical activity options and effort on choice and 2) develop a token-based intervention to increase physical activity engagement and evaluate whether the opportunity to access the intervention supported responding similar to physical or sedentary activity alone. Four children with ASD participated. Additional physical activity options alone did not increase physical activity selection, but increased effort reduced selection of sedentary activity. Tokens increased physical activity for 2 participants. A combination of physical and sedentary activities maintained as much as or more responding than either activity in isolation for all participants. Limitations and potential areas of future research on choice and physical activity are discussed.

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Parental perception of the importance of friendship and other outcome priorities in children with autism spectrum disorder

Cited by 18 publications

References 43 publications

The intervention priorities of parents of children with autism spectrum disorders in Iran

The intervention priorities of parents of children with autism spectrum disorders in Iran

Perceptions of friendship among adolescents with autism spectrum conditions in a mainstream high school resource provision

Increasing selection of and engagement in physical activity in children with autism spectrum disorder

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