| 1. |
- Sim, Angela, et al.
(författare)
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Factors associated with negative co-parenting experiences in families of a child with autism spectrum disorder
- 2017
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 20:2, s. 83-91
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this study was to identify key factors associated with negative co-parenting experiences in parents raising a child with autism spectrum disorder. Methods: Questionnaires were sent to families with one or more children with a diagnosis of autism spectrum disorder. Parents of 142 children with autism spectrum disorder indicated that the diagnosis had a very negative impact on their co-parent relationship. A multivariate logistic regression model was run to analyze the association of these experiences with various demographic, family and community factors. Results: Three factors were associated with negative co-parenting relationships: (1) family stress due to the child’s diagnosis, (2) effects of the diagnosis on parents’ relationship with their other children and (3) distance travelled to the nearest medical facility. Conclusions: Findings highlight the need to further explore family dynamics, particularly the relationships between the co-parenting alliance, other family members and the extra-familial environment.
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| 2. |
- Sim, Angela, et al.
(författare)
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Factors associated with stress in families of children with autism spectrum disorder
- 2018
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Ingår i: Developmental Neurorehabilitation. - : Taylor & Francis. - 1751-8423 .- 1751-8431. ; 21:3, s. 155-165
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this study was to identify key factors associated with severe stress in families raising a child with autism spectrum disorder (ASD). Methods: Questionnaires were mailed to families with one or more children with a diagnosis of ASD. Data from 543 surveys were analyzed using univariate and multivariate logistic regression. Results: Forty-four percent (n = 241) of the caregivers reported severe family stress related to raising a child with ASD. Severe family stress was associated with (1) reduced ability to socialize; (2) not having accessed individual therapy; (3) negative co-parent relationships; and (4) high out of pockets costs due to the child’s ASD. The specific ASD diagnosis, comorbid conditions, socio-demographic variables, and social support were not associated with severe family stress. Conclusion: The findings of the current study highlight the importance of a systemic approach to family stress, whereby individual, family, and ecological factors are investigated.
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| 3. |
- Sim, Angela, et al.
(författare)
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Relationship Satisfaction and Dyadic Coping in Couples with a Child with Autism Spectrum Disorder
- 2017
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Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 47:11, s. 3562-3573
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Tidskriftsartikel (refereegranskat)abstract
- Dyadic coping strategies may play a pivotal role in relationship satisfaction and explain why some couples adapt positively to the challenges associated with raising a child with ASD and others do not. Survey data from 127 caregivers of a child with ASD were used in generalized estimating equation analyses to investigate the factors associated with relationship satisfaction, including socio-demographics, parenting stress and dyadic coping. Results showed that over two-thirds of the sample reported satisfaction, which was associated with low parenting stress, increased use of positive and decreased use of negative dyadic coping strategies. Positive dyadic coping was found to have a greater influence than negative dyadic coping, supporting a strengths-based approach to interventions promoting family resilience.
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| 4. |
- Sim, Angela, et al.
(författare)
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Relationship satisfaction in couples raising a child with autism spectrum disorder : A systematic review of the literature
- 2016
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier BV. - 1750-9467 .- 1878-0237. ; 31, s. 30-52
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Tidskriftsartikel (refereegranskat)abstract
- Background Couples raising a child with autism spectrum disorder (ASD) face challenges that may impact on their relationship. The purpose of this review was to compare relationship satisfaction in couples raising children with and without ASD and to identify factors associated with satisfaction in couples with a child with ASD.Methods Thirteen databases were searched and studies were systematically screened against predetermined inclusion criteria. Twenty six articles, ranging from good to strong methodological quality, met the criteria for inclusion. Of these, seven were included in a meta-analysis comparing relationship satisfaction in couples raising a child with ASD with couples raising children without disabilities.Results The meta-analysis showed that couples raising a child with ASD were found to experience less relationship satisfaction than couples raising a child without a disability (Hedges's g = 0.41, p < 0.001); however, evidence from the narrative synthesis was mixed when compared with couples raising children with other disabilities. The most consistent evidence implicated challenging child behaviours, parental stress and poor psychological wellbeing as risk factors, and positive cognitive appraisal and social support as protective factors.Conclusion Findings demonstrate that couples raising a child with ASD would benefit from support to assist them in maintaining satisfaction in their relationship with their partner. However, further studies are needed to gain a greater understanding of the risk and protective factors and how these co-vary with relationship satisfaction over time. A theoretical framework has been developed to scaffold future research.
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| 5. |
- Sim, Angela, et al.
(författare)
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Viewpoints on what is important to maintain relationship satisfaction in couples raising a child with autism spectrum disorder
- 2019
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier. - 1750-9467 .- 1878-0237. ; 65, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Background Despite the challenges associated with raising a child with autism spectrum disorder (ASD), many couples maintain satisfying relationships. However, it is not clear which factors couples prioritise as most important to this positive adaptation. Methods This study used Q-methodology to explore the viewpoints on factors most important to maintaining relationship satisfaction from the perspective of those experiencing it. Data from 43 caregivers raising a child with ASD were analysed using by-person varimax rotation factor analysis. Results Two key viewpoints were identified: 1) Building effective communication through openness, honesty and conflict resolution, and 2) Building a strong partnership by sharing parenting responsibilities. Conclusion Couples should be supported to strengthen communication processes and work in partnership to raise their child with ASD through family-centred interventions aimed at promoting relationship satisfaction.
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| 6. |
- Sim, Angela, et al.
(författare)
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“We are in this together” : Experiences of relationship satisfaction in couples raising a child with autism spectrum disorder
- 2019
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Ingår i: Research in Autism Spectrum Disorders. - : Elsevier. - 1750-9467 .- 1878-0237. ; 58, s. 39-51
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Tidskriftsartikel (refereegranskat)abstract
- Background: Couple relationships play an integral role in family adjustment when a child has autism spectrum disorder (ASD), yet, it is unclear what factors contribute to the maintenance of relationship satisfaction in these couples.Method: Using phenomenology, data from eleven couple interviews were analysed to gain an understanding of the lived experiences of relationship satisfaction when raising a child with ASD.Results: The overall essence of “We are in this together” reflected the attitude that a strong partnership was beneficial in maintaining relationship satisfaction. This essence was captured in three main themes: 1) Shared beliefs, 2) Teamwork and 3) Shared experiences which closely paralleled the Walsh family resilience framework.Conclusions: Couples can be supported in these key areas to strengthen their relationship to serve as a source of resilience for families with a child with ASD.
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| 7. |
- Sim, Angela, et al.
(författare)
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We are in this together
- 2019
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Ingår i: Research in Autism Spectrum Disorders. - : ELSEVIER SCI LTD. - 1750-9467 .- 1878-0237. ; 58, s. 39-51
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Tidskriftsartikel (refereegranskat)abstract
- Background: Couple relationships play an integral role in family adjustment when a child has autism spectrum disorder (ASD), yet, it is unclear what factors contribute to the maintenance of relationship satisfaction in these couples. Method: Using phenomenology, data from eleven couple interviews were analysed to gain an understanding of the lived experiences of relationship satisfaction when raising a child with ASD. Results: The overall essence of "We are in this together" reflected the attitude that a strong partnership was beneficial in maintaining relationship satisfaction. This essence was captured in three main themes: 1) Shared beliefs, 2) Teamwork and 3) Shared experiences which closely paralleled the Walsh family resilience framework. Conclusions: Couples can be supported in these key areas to strengthen their relationship to serve as a source of resilience for families with a child with ASD.
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| 8. |
- Vaz, Sharmila, et al.
(författare)
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Factors associated with primary school teachers' attitudes towards the inclusion of students with disabilities
- 2015
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 10:8, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- ObjectiveTeachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.MethodSeventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.ResultsFour teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.ConclusionThe current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.
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