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Date of Graduation
8-9-2024
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tiffany Hornsby, Ph.D.
Deborah Kipps-Vaughn, Psy.D.
Trevor Stokes, Ph.D.
Abstract
Parents of children with autism spectrum disorder (ASD) experience stress due to the wide range of social, emotional, and behavioral challenges their child may exhibit (Ali Nathwani et al., 2021; Goldrich Eskow et al., 2018). Children with ASD receive school services that can be impactful on their performance (Goldrich Eskow et al., 2018; Rosen et al., 2019); however, parent perspectives are also impacted by services (Zagona et al., 2019). Overall, current literature contains gaps in the exploration of patterns between school services, ASD child presentation and severity, and parental stress and perceptions. This study intends to explore the relationship between school-based services, ASD parental stress levels, and parent perceptions of services. Five participants completed the 31-question survey consisting of locally-developed qualitative and quantitative items and the Autism Parent Stress Index (APSI; Silva & Schalock, 2012; Appendix B). The number of school-based services received by children with ASD did not demonstrate a clear relationship with ASD parent stress level. Overall, ASD parent perception of received school-based services did not directly predict or impact parent stress levels. ASD parent satisfaction of school-based services and perceived effectiveness of school-based services demonstrated similarities. Information presented via case study can be used for future research, with limitations included and considered.
Recommended Citation
Unger, Julia, "Parental Stress and Perceived School-Based Support amongst Parents of Children with Autism" (2024). Educational Specialist, 2020-current. 80.
https://commons.lib.jmu.edu/edspec202029/80
