Autism Spectrum Disorder and Fetal Alcohol Spectrum Disorder. Part II: A Qualitative Comparison of Parenting Stress

Autor/inn/en	Watson, Shelley L.; Hayes, Stephanie A.; Coons, Kelly D.; Radford-Paz, Elisa
Titel	Autism Spectrum Disorder and Fetal Alcohol Spectrum Disorder. Part II: A Qualitative Comparison of Parenting Stress
Quelle	In: Journal of Intellectual & Developmental Disability, 38 (2013) 2, S.105-113 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2013.788137
Schlagwörter	Disabilities; Parents; Autism; Child Rearing; Stress Variables; Children; Pervasive Developmental Disorders; Fetal Alcohol Syndrome; Interviews; Behavior Problems; Child Behavior + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Eltern; Autismus; Kindererziehung; Child; Kind; Kinder; Fetal alcohol spectrum disorders; Alkoholembryopathie; Interviewing; Interviewtechnik
Abstract	Background: Researchers investigating the impact of parenting children with disabilities suggest that regardless of the specific diagnosis, parents experience increased levels of stress. However, particular disabilities may be associated with distinct stressors and strains. Method: Parents of children with autism spectrum disorder (ASD) and parents of children with fetal alcohol spectrum disorder (FASD) participated in in-depth qualitative interviews employing a basic interpretative approach. Results: Both groups described some similar stressors, such as multi-tasking, the diagnostic process, and dealing with behavioural issues, but there are distinct differences between families of children with FASD and families of children with ASD. Whereas parents of children with FASD focused on their children's illegal behaviours, parents of children with ASD struggled with their children's tantrums and anxieties. Conclusions: Supports must be tailored to meet the specific needs of parents of children with different types of disabilities. [For Part I, see EJ1004498.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10