Challenges and Contributors to Self-Efficacy for Caregivers of Toddlers with Autism

Autor/inn/en	Schertz, Hannah H.; Lester, Jessica Nina; Erden, Emine; Safran, Selin; Githens, Penny
Titel	Challenges and Contributors to Self-Efficacy for Caregivers of Toddlers with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 5, S.1260-1272 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Schertz, Hannah H.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319899761
Schlagwörter	Mother Attitudes; Toddlers; Autism; Pervasive Developmental Disorders; Socialization; Parent Child Relationship; Preferences; Intervention; Self Efficacy; Clinical Diagnosis; Emotional Adjustment; Parent Role; Personality Traits; Family Relationship; Social Cognition; Social Behavior + Suchen Sie Ihr Suchwort? Mutterliebe; Infant; Infants; Toddler; Kleinkind; Autismus; Socialisation; Sozialisation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Self-efficacy; Selbstwirksamkeit; Emotionale Anpassung; Parental role; Elternrolle; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziale Kognition; Social behaviour; Soziales Verhalten
Abstract	In this qualitative study, 11 mothers of toddlers with autism participated in interviews to investigate how they perceived their roles and their competency to support toddlers' social learning in the context of both professional-implemented and parent-mediated early intervention models. The authors conducted a thematic analysis with multiple layers of independent coding. Four resulting themes highlighted challenges and contributors to parent self-efficacy. First, related to child characteristics, challenges were most prominent in the early period as participants adjusted to the diagnosis and reached to connect when social difficulties emerged. Second, having a peripheral role in early intervention challenged participants' confidence in their abilities, while receiving guidance to assume an active leadership role supported their sense of efficacy for facilitating toddlers' social learning. In a third theme, participants described specific and general examples of their expertise. Fourth, participants considered the transactional context of parent-child interaction and largely viewed their toddlers' independent wills, natures, and preferences as strengths upon which to build social engagement. The results support the need for early interventionists to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01