Effects of ASD on Parents of Autistic Children - Literature review Example

The results of this research study indicated that, as a group, the parents of children with autism experienced levels of depression and anxiety that were significantly higher than the control group. Moreover, the study indicated that these parents exhibited somewhat higher levels of marital stress and fewer coping skills than parents whose children were not affected by this disorder. Research has identified that parents of autistic children have a higher incidence of depression, anxiety, and poor social adjustment in comparison to parents of children with other types of disabilities (Bouma & Schweitzer, 1990; Nissenbaum, Tollefson, & Reese, 2002).

This may result from the fact that children with autism often engage in disruptive behaviors that create a high-stress family dynamic. These behaviors include aggression, self-injury, hyperactivity, rage, tantrums, and obsessional behaviors (Gray, 2003; Kaminsky & Dewey, 2002; Sharpley, Bitsika, & Efremidis, 1997). The effects of dealing with autism have been reported to be associated with feelings of extreme stress in more than 80% of parents on a regular basis in dealing with their autistic children (Sharpley et al., 1997). Moreover, there is very frequently little support for parents of autistic children (Loynes, 2001; Sharpley et al., 1997). Research relevant to this important question suggests that high levels of stress are experienced by mothers caring for young children with autism and that these elevated stress levels are also exhibited in this group of children (Lee, 2009).

The stress responses may affect primary attachment mechanisms between mother and child. Bromley, Hare, Davidson, and Emerson (2004) showed that 50% of mothers with autistic children tested positive for emotional disorders and suggested that a significant component of this high level of emotional distress was associated with the difficulties involved in raising a child with autism. This effect was especially prominent in families in which mothers experienced low levels of emotional support from other family members.

A study by Davis and Carter (2008) indicated that elevated stress levels are observed even in parents of very young children diagnosed with autism. Grief is a typical reaction among parents whose child is diagnosed with autism, particularly immediately after diagnosis. Research studies by Futagi and Yamamoto (2002) suggest that early diagnosis of autism is associated with greater parental acceptance of this difficult diagnosis. Another study by Gray (2003) demonstrated that the average age of diagnosis of Asperger’s syndrome in children is 9 years, and frequently involved a protracted course of consultation and evaluations before a conclusive diagnosis was reached.

This long, uncertain path to diagnosis has been observed to be very stressful for all family members, particularly parents (mothers, especially) searching for a conclusive and definitive assessment of their child’s psychological problems (Barson, 1998). This burden is associated with elevated stress among all family members striving to cope with an undiagnosed psychological disorder (Krauss & Seltzer, 1999; Sharpley, et al., 1997). Another clinical research study by Mori, Ujiie, Smith, and Howlin (2008) examined the stress levels in parents raising children with Asperger’s syndrome, a mild form of Autism, compared to parents of children with autism in Japan.

Stress levels were assessed in both groups of parents using the Parenting Stress Index/Short Form. The study enrolled 193 families. Although significant levels of stress were identified in both groups of parents, significantly higher stress levels were measured in the parental group whose children were affected with Asperger’s syndrome. The elevated stress levels in this group were associated with basic behavioral patterns identified in the children with Asperger’s syndrome. Yet another study by Epstein, Saltzman-Benaiah, O'Hare, Goll, and Tuck (2009) comparing stress levels in parents whose children were diagnosed with Asperger’s syndrome compared to those whose children were autistically produced similar findings.

Higher levels of stress were observed in parents of children with Asperger’s syndrome (Epstein et al., 2009). Children with Asperger’s syndrome may have sensory sensitivities and problems in executing functions and activities that may contribute to the increased stress experienced by this group of parents. This study highlighted the association of child behaviors associated with psychological syndromes directly to levels of parental stress. Clinical research by Osborne, McHugh, Saunders, and Reed (2008) assessed the early childhood teaching interventions in children with autism spectrum disorders specifically with respect to the effects of the intervention on parental stress levels as well as child behavioral and psychological parameters.

A comparative assessment of multiple groups of children who received differing amounts of intervention educational therapy demonstrated a positive correlation between the amount of intervention therapy and measures of intellectual and social developmental skills. It was noted, however, that parents displaying high levels of stress appeared to exert a negative effect on these positive outcomes associated with the intervention. This study highlighted the importance of parent-child interrelationships on the intellectual and psychological developmental gains in children with autism.

Findings: Summary and conclusion The goal of this research project is to provide additional data relevant to the effects of ASD on the primary relationship between parent and child. Early intervention has been shown to play a critical role in lessening the long-term effects of ASD in many children. Thus, it is extremely important to identify the issues that face parents that may affect the parameters of bonding in infancy and early childhood in children with ASD that have the potential to exert long-term effects on the clinical manifestations of this disorder as well as their severity.

Methods of Data Analysis:  The research instrument will constitute a survey questionnaire that will consist of approximately 20 questions thoroughly researched in terms of content and format based on principles elaborated by the American Psychological Association. The questions will involve hierarchical responses scaled to facilitate ordinal and nominal data assessment parameters. Questions will not be open-ended or highly subjective; rather, they will conform to established standards of survey formatting and qualitative research protocols.

Tables summarising the survey questionnaire responses will be prepared and analyzed. The responses to each survey question will be tabulated and ranked and then entered into a summary data file. The percentages of respondents’ answers within each category of response will be calculated. Once all the data are collated, their results will be presented in tabular summaries and a written evaluation of data responses and trends. In addition, bar graphs and other graphical representations will be utilized to summarise and assess data responses.

Standard statistical analyses including data range assessments, standard deviation, and variance will be calculated. The data will also be analyzed using non-parametric statistical tests to determine the significance of the data obtained. The conclusions of the data analyses will be summarised in a written format that will incorporate all major study findings.