Marie M. Bristol

Mothers of children with autism or communication disorders: successful adaptation and the double ABCX model

This study demonstrates the effectiveness of a modified Double ABCX or FAAR model in predicting successful adaptation—good marital adjustment, few maternal depressive symptoms, and an in-home rating of family functioning—in 45 families of autistic and communication-impaired children. The model consisted of severity of the handicap and other family stresses, family resources of cohesion and social support, family definition of the handicap, and adequacy of coping patterns. Canonical correlation and subsequent multiple regression procedures demonstrated that family adaptation was positively predicted by adequacy of social support and active coping patterns. Poorer adaptation was predicted by other family stresses, unwarranted maternal self-blame for the handicap, and maternal definition of the handicap as a family catastrophe. Findings for cohesion were mixed. Resources and beliefs were more predictive of adaptation than severity of the childs handicap.

Family Resources and Successful Adaptation to Autistic Children

The negative effects of autistic children on families have been poignantly documented by parents and, more recently, by clinicians and researchers (DeMyer and Goldberg, 1983; Holroyd and McArthur, 1976). Much less is known, however, about the characteristics of autistic children and the resources in their families and communities that enable some families to cope successfully in the face of such chronic stress. Mary Akerley (1975) spoke of “invulnerable” parents of autistic children, those parents who are able to persevere and even to grow in the presence of their autistic children. The purpose of this chapter is to focus on research on family resources and their role in facilitating such successful family adaptation to autistic and autistic-like children.

Stress and Coping in Families of Autistic Adolescents

Our understanding of the problems and needs of autistic adolescents and adults is still in its infancy, compared with what we know about autism in children. During the past decade some important strides have been made in the study and treatment of autistic children and their families (Paluszny, 1979; Rutter & Schopler, 1978). These have included the recognition that autism is not primarily an emotional illness but a developmental disability (Schopler, Rutter, & Chess, 1979). Autism is not caused by parental pathology; instead parents can be productively involved in their own child’s treatment (Schopler & Reichler, 1971). Moreover the optimum treatment for such children is not psychotherapy, but special education made available in our public schools and implemented with the collaboration of parents (Schopler & Bristol, 1980). However, in most of our public schools special education ends when the student reaches 18 years of age. What happens to the adolescent with autism? What happens to the struggles of his parents?

Preschool issues in autism

Introduction and Overview: Introduction to Early Identification and Intervention in Autism M.M. Bristol, E. Schopler. A Parents Perspective on the Preschool Years R. Angell. Normal Childhood Development from Birth to Five Years R.D. Cox. Specific Aspects of Autism: Early Social Development in Autism C. Lord. Communication in Preschool Autistic Children B.M. Prizant, A.M. Wetherby. Behavior Management in the Preschool Years M.E. Van Bourgondien. Diagnostic, Assessment, and Programmatic Aspects: Assessment of the Young Autistic Child L.M. Marcus, W.L. Stone. Medical Syndromes in Young Autistic Children L.T. Taft. Interpreting Results to Parents of Preschool Children V. Shea. Early Intervention for Children with Autism and Related Developmental Disorders C. Lord, et al. Current Practices in Early Intervention for Children with Autism J.G. Olley, et al. Federal Legislation for Young Children with Disabilities J.E. Thiele. Index.

Early Intervention for Children with Autism and Related Developmental Disorders

It has long been recognized that the learning and accomplishment of developmental tasks occurs at a particularly rapid rate in children in infancy, preschool, and early school years (Havighurst, 1979). Accordingly, the impetus for early intervention for children with developmental disabilities, such as autism, has recently produced a renewed emphasis on preschool intervention and education. This chapter is based on two decades of experience with our program for the Treatment and Education of Autistic and related Communication handicapped CHildren (TEACCH), the only comprehensive statewide system for the study and education of such children (Schopler, in press, 1989; Schopler, Mesibov, Shigley, & Bashford, 1984; Schopler & Olley, 1982). We view the purpose of early intervention as producing maximum adaptation for each child in collaboration with the child’s family. In this chapter, we will discuss general issues in the diagnosis and assessment of preschool children with autism and related disorders, and then briefly describe approaches to diagnosis and intervention employed at the TEACCH program.

The Division of Responsibilities in Families With Preschool Handicapped and Nonhandicapped Children

The presence of a handicapped child within the family constellation suggests an added dimension of stress in the already complex dynamics of intrafamily social organization in contemporary American society. The present study compared the allocation of responsibilities within families with preschool handicapped children with those of families with preschool normal children. Subjects were 50 pairs of parents of moderately to severely handicapped preschool children and 83 pairs of parents of preschool nonhandicapped children, The Carolina Family Responsibility Scale was used to yield information on how responsibilities were divided between husband and wife. Research questions focused on differences between groups in parent responsibility allocations; differences between groups in level of satisfaction with current execution of family roles; and differences between mothers and fathers in their own role satisfactions and desired role behavior. Results are discussed and further questions posed regarding family role allocation and the ways in which families with handicapped members adapt to stress.

Designing Programs for Young Developmentally Disabled Children : A Family Systems Approach to Autism

The design of programs for young developmentally disabled children is shaped by staff perceptions of the nature of the childs disability and the role of the parent. This paper contrasts two assumptions about the nature of autism and discusses the implications of each for parent services. A review of the literature reveals that a deficit model of parental pathology and definition of the parent as patient lack empirical support. The growing recognition of a biological etiology for autism is discussed and alternative definitions of the parent or family as the focus for intervention are pointed out. Research which supports a broader family systems approach is presented and implications for service delivery are discussed.

Changing Demographics of the American Family: Implications for Single-Parent Families of Young Handicapped Children.

This paper reviews demographic data on changes in the prevalence and types of single-parent families of handicapped and nonhandicapped children. Research on adaptation in single-parent families of handicapped children is discussed and critiqued with a view to identifying areas for future research. Service needs of these families are noted, and an overview of some employment-related and publicly founded resources for family needs is provided.

Introduction to Preschool Issues in Autism

This volume in the Plenum series, Current Issues in Autism, addresses the manifestations and treatment of autism and related disorders of communication and behavior in infants, toddlers, and preschool children with autism. As such, it has much in common with previous volumes while reflecting changes both in our understanding of autism and in society that make a focus on young children particularly compelling.