Educating Children with Autism (2001) / Chapter Skim
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3 Family Roles
3 Family Roles
Pages 32-39
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From page 32... ...
Once they find a suitable treatment program, parents typically are active partners in their child's education to ensure that skills learned in the educational program transfer to the home setting and to teach their child the many behaviors that are best mastered in the home and community. As members of the individualized education plan (IEP)
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From page 33... ...
Parents also need to be familiar with special education law and regulations, needed and available services, and how to negotiate on behalf of their child. In addition, some parents need help coping with the emotional stress that can follow from having a child with a significant developmental disorder.
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From page 34... ...
(1996) reported that teaching parents how to use pivotal response training as part of their applied behavioral analysis instruction resulted in happier parent-child interactions, more interest by the parents in the interaction, less stress, and a more positive communication style.
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From page 35... ...
The proponents of applied behavior analysis have carried the role of parental involvement farther than other approaches, and in some cases it is parents who provide much of the oversight and management of home-based applied behavioral analysis programs, with an outside consultant offering periodic input (e.g., Lovaas, 1987~. Although the bulk of the research on teaching parents to work with their child in the home has been done using applied behavior analysis, Ozonoff and Cathcart (1998)
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From page 36... ...
team, helping to ensure that appropriate educational programs are in place for their children (Seligman and Darling, 1997~. Being an effective advocate means that parents understand the legal rights of their child according to federal and state law and regulations.
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From page 37... ...
Although the role of parent as advocate is compatible with current legislation and consistent with many people's views of the roles of parents, there are no high quality studies examining either the most effective ways to train parents to be advocates on behalf of their children with autism or how effective parents are in this role. Such research might be useful in determining how best to prepare parents for advocacy and when additional support from others may be most useful in the advocacy process.
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From page 38... ...
This philosophy is often practiced in other fields within early childhood special education and has been applied implicitly to the field of autism. Potential sources of support include classroom teachers; IEP team members, including representatives of the local education authority (LEA)
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From page 39... ...
One of the common flaws in a number of studies of family stress has been the failure to include two comparison groups, one of typically developing children of the same developmental level and the other of children with a different disability. Both of these groups are important because raising any child affects parents, and most serious chronic disabilities of childhood are likely to influence the quality of family life.
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