Parental Support Intervention

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher

The article’s researchers believed that it is necessary to research the efficacy of these claimed evidence based interventions.

In another study, research was focused on how the family’s choices, social life, and other activities are affected by that fact that one of their children has autism. This study was performed through 9 families who all had a boy with autism, and these participants provided information through interviews and information about their family life. Some parents along with teachers and other specialists came up for the routine while others allowed their child to be a decision maker in what they wanted. In both cases, it seemed to be a fifty-fifty chance of it being a total success or needing more work. Once a routine was found successful, it became an integrated part of the family life. Parents had other siblings become part of the routines and moved things around in their own lives to help the child have better success

Empathy is a critical component in the helping process. In order to provide effective services, social workers must possess an emphatic and culturally competent approach to assessments and interventions within practice settings. In an effort to assess and evaluate how cultural and empathy applies to practice, I endeavored to interview a social service provider who works to provide support and resources to a culturally diverse client population.

Accepting an ASD family is where society needs to focus. Accepting and helping that entire family is where the focus needs to be. Family functioning is an important source of support for any family with a special needs child. (American Psychological Association, pp. 232-252). “Interventions addressing the discrepancy in expectations can help contribute to improved mental health for parents.” (American Psychological Association, pp. 232-252). Parents need a guide, a place to start. Many parents are left fending for themselves. Better respite options need to be readily available. Workplaces need to be more flexibility to ensure a parent can still hold a job to aid any financial burden. (Diament, 2009) Programs on managing different situations and support groups need to be utilized. Many resort to Facebook and other social media groups to look for help and guidance. Many parents are just looking to vent and have a friend. Similar, their ASD child looks for a friend.

Research designs will be a mixed measures design such as a combination of a typical experiment and other forms of non-experimental designs. Procedures will be used in this research will be audio and video recording, audio and video editing, researchers and confederate will observe children and their families, in addition to ask open and closed ended questions to children, parents, teachers, and school administrators. Younger children would benefit from play therapy, whereas older children would benefit from written and spoken journals in addition to additional learning time in respite care. What are the necessary steps, procedures, and funding to help these children, teens, and young adults with ASD to become overachievers in academic, vocational, and professional settings?

The two types of individual and family crisis situation I selected, is in regard to sexual assault and partner violence.

The ability for families to remain strong and thrive during difficult, emotional experiences in raising a child with ASD is new to ASD literature (Whitehead, et al. 2015). Families show individual coping responses such as avoidance, disengagement, self-blame, denial, and emotional venting (Whitehead, et al. 2015). In comparison, action oriented strategies include planning, acceptance, and positive transformations (Whitehead, et al. 2015). The combination of behavior and emotional problems exhibited by children with ASD are major contributors to family and caregiver stress (Whitehead, et al.

The lecture “Life on the Spectrum: Living, Learning and Growing as an Autistic Person” presented by Howie Jordan was given on October 27, 2015 at USC Upstate. This speech was about the struggles one with autism faces on a daily basis and the adversity they must overcome. Jordan tells the audience about autism through his eyes and the lessons he has learned through his struggles. Lessons such as how to overcome bullying, physical and mental obstacles, and educational struggles. Jordan’s purpose is to shine light on the idea that a person with autism is just that, a person. No matter what disabilities one may have they are still human and deserve to be treated like one in every part of life.

There is little research to examine experiences and needs of individuals with ASD, or proper and effective support systems such as educational and family support needed for young adults making this transition. Most information that is provided on this topic is based on professional’s experience and knowledge. It is essential more research is provided to develop programs to help individuals transition from secondary education to higher education, this could decrease stress, anxiety as

It increases the likelihood of independence and opportunities for greater participation in the community and social interactions. Employment, volunteer work, and day services provide structure, integration and better health related outcomes in individuals with Autism (Holwerda et al., 2012). Historically, employment outcomes for individuals with ASD are poor. Less than .03 percent employment in 2003. They have the lowest employment rate in the United States compared to other disabilities with more than 50 percent of individuals still unemployed two years after leaving high school (Shattuck et al., 2012). Twenty five percent of individuals with Autism are employed, of those the greater portion would be considered higher functioning. Of those only six percent are competively employed. Persons with ASD that do work have limited opportunities for economic independence as wages typically are substantially lower then their non disabled counterparts, and often work less hours. The majority of individuals with ASD earn less than the national minimum wage (Chiang et.al, 2013). They often are kept in low skill jobs, and experience frequent job

Data is collected using software that is able to compute averages, standard deviations, p-values, and confidence intervals. All of the studies used in this review provided values within a confidence interval of 95%. These statistical analyses are useful in determining the effectiveness of a certain interventions, as well as organize data to find specific trends. Quantitative research is important to further support guidelines or help researchers move away from recommendations that do not work, as well as move towards recommendations that have the most amount of support.

The conundrum regarding the job prospects of adults with Autism Spectrum Disorders, or ASDs is growing. This unsettling truth has become a source of concern for families with autistic children all around the United States. The mental limitations that restrict people with Autism Spectrum Disorders are instigating a grim outlook on the subject of job availability. Some employers are against the idea of hiring a person with even a mild form of an ASD, regardless of whether the job requires advanced communication skills or not. The concept of interviews may also be overwhelming for people on the autism spectrum which may restrict them from finding a worthwhile job. As Jareen Inman of CNN explains, “When it comes to questions from businesses, it is just communicating to them the facts. Giving someone with autism a chance to work, many employers will discover that those on the spectrum are great at working with numbers, computers and spreadsheets" (par. 13). Utilizing programs that help in creating job opportunities for youth with autism is the first step toward gaining financial independence for these individuals.

Research by Pharoah, Mari, Rathbone, and Wong (2008), suggest that family psychosocial strategies and interventions can be beneficial for both the individual diagnosed with schizophrenia and their families. According to Pharoah et al. (2008), the main benefits of such interventions are decreasing the risk of relapse, medication compliance, and lessening family burden, along with possibly reducing re-hospitalization or length of hospital stays.

Financial burdens are an obvious upset to families with autistic children, on top of the already heavy expense of having a child there is now medical costs and often counselling. Sen and Yurtsever (2007) reported that families often feel “shock, denial, suffering, depression, guilt, indecision, anger, shame, bargaining, acceptance and adaptation” upon discovering they have a child who suffers from ASD. This disorder has effects on their daily “lifestyles, social relationships, economic situation, health, and goals or expectations for the future” (Norton & Drew, 1994; Sen & Yurtsever, 2007). “Autism is the most common neurological condition diagnosed in children and it is now