Family Accommodation in Autism Spectrum Disorder

Feldman, Inbal; Koller, Judah; Lebowitz, Eli R.; Shulman, Cory; Itzchak, Esther Ben; Zachor, Ditza A.

doi:10.1007/s10803-019-04078-x

Cited by 31 publications

(24 citation statements)

References 37 publications

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“…This is consistent with qualitative reports that parents make accommodations to reduce disruption that might otherwise compromise family functioning (e.g., Lucyshyn et al 2004), or 'walk on eggshells' to manage their child's reactivity (Sabapathy et al 2016). These findings are also in line with cross-sectional reports linking accommodation of RRBs or anxiety to symptom severity in these domains (Feldman et al 2019;Storch et al 2015).…”

Section: Links Between Parenting Strategies and Child Behaviour Variasupporting

confidence: 88%

“…Although accommodation is not described in the general parenting literature (Power 2013), it has been well studied in the context of anxiety and OCD (e.g., Lebowitz et al 2012). A recent questionnaire study reported daily accommodation of rigid and repetitive behaviours (RRBs) by more than half of a sample of 86 parents of ASD children aged 1-16 years (Feldman et al 2019). Parents reported feeling compelled to accommodate in order to prevent aggressive outbursts.…”

Section: Parenting and Problem Behaviour In Asdmentioning

confidence: 99%

“…Although this may be feasible for some, qualitative accounts suggest that for many, it may be necessary to first intervene to reduce child reactivity. This is because the need to prevent aggressive outbursts or intolerable levels of family stress appears to motivate and reinforce parents' use of accommodation (Feldman et al 2019;Lucyshyn et al 2004). Furthermore, anxiety and escalation of behaviour found difficult or challenging if accommodation is not provided may have become a habitual child response in the context of certain family routines.…”

Section: Practical Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

Parenting Strategies Used by Parents of Children with ASD: Differential Links with Child Problem Behaviour

O’Nions

Ceulemans

Happé

et al. 2019

J Autism Dev Disord

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Here, we explored the structure of the 'Parenting Strategies Questionnaire', a new scale designed to measure parenting strategies for problem behaviour in ASD. We then examined links between child behaviour and parenting in a sample of 222 predominantly-UK parents of ASD children exhibiting behaviour found difficult or challenging. Analysis revealed three parenting subscales: Accommodation, Reinforcement Approaches and Reducing Uncertainty. Both Accommodation and Reducing Uncertainty were linked to child problem behaviour. Child factors explained up to 29% of the variance in Accommodation, with Socially Inflexible Non-compliance the strongest predictor, and up to 24% of the variance in Reducing Uncertainty, with Intolerance of Uncertainty the strongest predictor. Child factors were not related to Reinforcement Approaches. Longitudinal studies investigating these relationships are needed.

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Section: Links Between Parenting Strategies and Child Behaviour Variasupporting

confidence: 88%

Section: Parenting and Problem Behaviour In Asdmentioning

confidence: 99%

Section: Practical Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Parenting Strategies Used by Parents of Children with ASD: Differential Links with Child Problem Behaviour

O’Nions

Ceulemans

Happé

et al. 2019

J Autism Dev Disord

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“…King et al (2009) reported that families’ sense of optimism and acceptance led to a sense of control in which they viewed their children positively. Others reported families’ willing accommodation of repetitive and restrictive behaviors in their children with autism (I. Feldman et al, 2019) and positive views of the child even when blamed for challenging child behavior (Neely-Barnes et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Challenges and contributors to self-efficacy for caregivers of toddlers with autism

Schertz

Lester

Erden

et al. 2020

Autism

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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. Lay Abstract Parent-participatory early intervention practices are linked to parents’ positive views of their own and their children’s capabilities, beliefs that are associated with a range of parent and child outcomes. A qualitative study was conducted with 11 mothers of toddlers with autism who had experience with both professionally directed and parent-mediated early intervention. Participants were interviewed to explore their perspectives on their roles in relation to professionals and on how they viewed their ability to support their toddlers’ social learning. An in-depth analysis of the transcribed interviews resulted in four themes. First, in the early stages, participants experienced challenges to their self-efficacy as they adjusted to the diagnosis and reached to connect with their child when social challenges emerged. Second, participants’ views of their capability were stronger when they were provided with background knowledge enabling them to take the lead in guiding their children’s learning than when professionals modeled predetermined intervention strategies for them to copy. Third, participants provided specific examples of their expertise to support their toddlers’ social learning and viewed their close parent–child relationship and intimate knowledge of their children as valuable to the intervention. Fourth, participants voiced respect for their toddlers’ natures and preferences, positioning them to build on their toddlers’ strengths in everyday interactions. The results support the need for early intervention providers to promote and leverage family capacity for facilitating toddler learning as social challenges begin to appear for toddlers with autism.

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“…There also appear to be positive links between child reactivity and parental "accommodation", a set of parenting strategies that includes adjusting expectations, following the child's rules for how things should be done, and avoiding the child's triggers (O'Nions et al 2020). Accommodation is reportedly often motivated by the need to prevent or terminate child distress or aggression (Feldman et al 2019;Lucyshyn et al 2004;. This places a significant burden on families in the long-term, because it requires considerable effort to proactively accommodate the child's specific preferences by reorganizing family activities around the child's requirements (e.g.…”

mentioning

confidence: 99%

Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder

O’Nions

Happé

Segers

et al. 2020

Adv Neurodev Disord

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Objectives Parenting goals describe the outcomes that parents aim for when interacting with their child. They have received little attention in research with caregivers of children with autism spectrum disorder (ASD). The present study explored different types (dimensions) of parenting goals reported by caregivers of children with ASD, investigated links between these parenting goals and child characteristics, and explored whether parenting goals were linked to reported use of particular parenting strategies. Methods Data from 161 caregivers of children with ASD aged 7–18 years revealed two goal dimensions: “Norm Adherence Goals” (i.e. the perceived importance of the child cooperating with the parent, respecting their authority, and behaving well in public); and “Autonomy Support and Relationship Goals” (i.e. the perceived importance of promoting the child’s resilience, wellbeing, and the quality of the parent-child relationship). Results Parents who reported that norm adherence goals were particularly important to them were more likely to endorse parenting strategies such as setting rules, using rewards, and giving punishments. These parents also reported using less “Accommodation” (e.g. making allowances for their child, being flexible, avoiding triggers). Autonomy support and relationship goals were very strongly endorsed by nearly all parents, and we therefore could not find strong links between the importance of these goals and parenting strategies. Conclusion These findings suggest that parenting goals might be importantly linked to parenting strategies and could be considered in personalizing interventions in clinical practice. Given that parents’ cognitions about their child’s behaviour and their role as parents likely interact with and influence their parenting goals, we argue that future research should investigate parenting goals, cognitions, and behaviours in parallel.

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Family Accommodation in Autism Spectrum Disorder

Cited by 31 publications

References 37 publications

Parenting Strategies Used by Parents of Children with ASD: Differential Links with Child Problem Behaviour

Parenting Strategies Used by Parents of Children with ASD: Differential Links with Child Problem Behaviour

Challenges and contributors to self-efficacy for caregivers of toddlers with autism

Parenting Goals: Links with Parenting Strategies in Caregivers of Children with Autism Spectrum Disorder

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