1. Bendixen RM, Elder JH, Donaldson S, Kairalla JA, Valcante G, Ferdig RE. {{Effects of a father-based in-home intervention on perceived stress and family dynamics in parents of children with autism}}. {The American journal of occupational therapy : official publication of the American Occupational Therapy Association}. 2011 Nov-Dec;65(6):679-87.
Parents of children with autism report high rates of stress. Parental differences in stress are inconsistent, with most research indicating that mothers report higher levels of stress than fathers. We explored parental differences before and after an in-home training program. Fathers were taught an intervention designed to improve their child’s social reciprocity and communication; they then trained mothers. Stress was assessed with the Parenting Stress Index-Short Form, and family dynamics was assessed with the Family Adaptability and Cohesion Evaluation Scales II. Both mothers and fathers reported high preintervention levels of stress. After intervention, fathers’ stress was reduced, but not significantly, possibly because of the variability in fathers’ scores; mothers’ stress scores were significantly reduced. Parenting styles were significantly different before and after intervention. Interdisciplinary teams, including occupational therapists, nurses, and special educators, can work.together to have a positive impact on the lives of families of children with autism.
2. Locke J, Rotheram-Fuller E, Kasari C. {{Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder}}. {J Autism Dev Disord}. 2012 Jan 4.
This study examined the social impact of being a typical peer model as part of a social skills intervention for children with autism spectrum disorder (ASD). Participants were drawn from a randomized-controlled-treatment trial that examined the effects of targeted interventions on the social networks of 60 elementary-aged children with ASD. Results demonstrated that typical peer models had higher social network centrality, received friendships, friendship quality, and less loneliness than non-peer models. Peer models were also more likely to be connected with children with ASD than non-peer models at baseline and exit. These results suggest that typical peers can be socially connected to children with ASD, as well as other classmates, and maintain a strong and positive role within the classroom.
