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Understanding Parent Perceptions of Autism Spectrum Disorder Diagnosis and Intervention Services Through A Culturally Responsive Framework

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Understanding Parent Perceptions of Autism Spectrum Disorder Diagnosis and Intervention Services Through A Culturally Responsive Framework

Donald, Kristina (2015) Understanding Parent Perceptions of Autism Spectrum Disorder Diagnosis and Intervention Services Through A Culturally Responsive Framework. Masters thesis, Concordia University.

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Abstract

While the process of obtaining an Autism Spectrum Disorder (ASD) diagnosis for a child can involve several challenges for parents (Keenan, Dillenburger, Doherty, Byrne, & Gallagher, 2010), this process may be even more complex for immigrant parents (Begeer, El Bouk, Boussaid, Terwogt, & Koot, 2009; Jegatheesan, Fowler, & Miller, 2010). This qualitative study utilized an eco-cultural framework (Super & Harkness, 1986) to explore the experiences of eight immigrant families during their process of obtaining a diagnosis and services for their children with ASD. Each family participated in two in-depth, semi-structured interviews (45-90 minutes) with many open-ended questions to permit parents to recount their story of obtaining the ASD diagnosis and services for their children. Using open and axial coding, the data were analyzed inductively and deductively to reveal various themes related to the diagnosis, treatment services, relationships with professionals, and future expectations for their children. Given that Montreal is such a highly multicultural metropolis (Statistics Canada, 2007), it is important that professionals recognize how parental beliefs about the ASD diagnosis could shape their treatment decisions and adherence (Dale, Jahoda, & Knott, 2006). Data from this qualitative study support the importance of adopting a culturally responsive practice when working with families by considering families’ perceptions and the core meaning of their experiences (Harry, 2002). That is, a culturally responsive practice helps to ensure that parents are given a voice, permits professionals to understand how parent perceptions may be formed, and allows for professionals to revisit any relevant problems that may interfere with parents’ negotiation of services.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Donald, Kristina
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:15 April 2015
Thesis Supervisor(s):Petrakos, Harriet
ID Code:979886
Deposited By: KRISTINA DONALD
Deposited On:09 Jul 2015 13:49
Last Modified:18 Jan 2018 17:50
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