Autism Spectrum Disorders in the Sars-Cov-2 period and parents’ stress: A case study

Authors

DOI:

https://doi.org/10.7346/-fei-XX-02-22_26

Keywords:

Equal opportunities, Autism spectrum disorders, Augmentative and Alternative communication, Family stress, Parenting Stress Index

Abstract

The family and the school face the challenge for the foreseeable future regarding how to organize, each of the two institutions, the learning of their child-students while responding to the diverse needs of each of them. The challenge is not just to ensure that each child-student receives an optimal learning experience; rather, it is to address inequities arising from biological-physical-psychological-socioeconomic-cultural aspects and to provide students with equal opportunities to learn in independent and personalized ways. Equal opportunities, also for the people carrying Pervasive Developmental Disorders (PDD), especially children and adolescents, who are diagnosed with neurodevelopmental disorders and, in particular, with the pathology referred to as Autism Spectrum Disorders (ASD). In the first instance, the objective of the study, and the corresponding research-investigation, was to evaluate within a group of families whether the introduction and use of Alternative Augmentative Communication -CAA, in its various forms, could cause a change in the communicative relationship (hypothesis), assessed through a positive change (magnitude reduction) in the level of stress in the parents (indirect indicator).

References

American Psychiatric Association, DSM-5 Manuale Diagnostico e Statistico dei Disturbi Mentali. Raffaello Cortina Editore 2013, (it. 2014).

Antshel, K. M., & Joseph, G.-R. (2006). Maternal Stress in Nonverbal Learning Disorder: A Comparison With Reading Disorder. Journal of Learning Disabilities, 39(3), 194–205. https://doi.org/10.1177/00222194060390030101.

ASHA, Social Communication Disorders in School-Age Children, Practice Portal, Clinical Topics., 2014

Bendell RD, Stone W, Field T. Children’s effects on parenting stress in a low income, minority population. Topics in Early Childhood Special Education,1989, pag. 8, 58-71; Goldstein RC. Mediation of depression by perceptions of defeat and entrapment in high-stress mothers. Department of Psychology, University of Wales Swansea, UK. p.willner@swansea.ac.uk. Br J Med Psychol. 2001 Dec;74(Pt 4):473-85.

Beukelman, D.R., & Mirenda, P. Manuale di Comunicazione Aumentativa Alternativa. Trento: Erickson editore, 2015.

Blackstone, S., & Hunt Berg, M. Social Networks: A communication Inventory for Individuals with Complex Communication Needs and Their Communication partners. Monterey (CA): Augmentative Communication Inc. – Social Network: Rilevazione dei dati sulla comunicazione per Persone con bisogni comunicativi complessi e i loro Partner Comunicativi - Traduzione italiana a cura di ISAAC Italy: Ed Omega, 2010.

Brookman-Frazee, L., Stahmer, A., Baker-Ericzén, M. J., & Tsai, K. (2006). Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization. Clinical Child and Family Psychology Review, 9(3–4), 181–200. https://doi.org/10.1007/s10567-006-0010-4.

Costantino, M., Bambini con complessi bisogni comunicativi. In Costruire libri e testi con la CAA (p. 53-58). Erickson editore, 2012.

Fontani, S. Il ruolo di training di Comunicazione Aumentativa e Alternativa nell’intervento educativo per i Disturbi dello spettro autistico. I CARE, 2015, pag.28-40.

Giusti, E., Di Fazio, T., Psicoterapia integrata dello stress. Il burnout professionale, Sovera Editore, 2008.

Guarino, A., Di Blasio, P., D'alessio, M., Camisasca, E., Serantoni, G., Parenting Stress Index SF, Organizzazioni speciali, Firenze 2008: 172.

Haskett, M. E., Smith Scott, S., Grant, R., Ward, C. S., & Robinson, C. (2003). Child-related cognitions and affective functioning of physically abusive and comparison parents. Child Abuse & Neglect, 27(6), 663–686. https://doi.org/10.1016/S0145-2134(03)00103-0

ISAAC Italy -CAA e condizioni dello spettro autistico, Documento preliminare a cura del comitato scientifico di ISAAC Italy (Società Internazionale Comunicazione Aumentativa e Alternativa), (2014- 2017) pag.5 e 6

Joint Commission - Advancing Effective Communication, Cultural Competence, and Patient-and Family-Centered Care: A Roadmap for Hospitals, (2014).

Linea Guida 21. Il trattamento dei disturbi dello spettro autistico nei bambini e negli adolescenti. Istituto Superiore Sanità. 2015.

Macias, M. M., Roberts, K. M., Saylor, C. F., & Fussell, J. J. (2006). Toileting Concerns, Parenting Stress, and Behavior Problems in Children with Special Health Care Needs. Clinical Pediatrics, 45(5), 415–422. https://doi.org/10.1177/0009922806289616.

Melchiori R, Melchiori FM. Interpersonal narratives in the psychological evaluation process. A case study. Formazione & Insegnamento, vol. XV, p. 427-440, ISSN: 2279-7505, doi: 107346/-fei-XV-01-1_31, 2017.

Melchiori, R. La metodologia qualitativa nella valutazione: gli studi di caso sugli interventi socio-educativi, Roma, Edizioni Nuova Cultura-EDICUSANO, 2012 pp 59-77.

Myers B.A. Copyng with development Disabilities A.J. Capute e P.J. Accardo, Baltimore, Paul H. Brookes, 2007, pp. 197-207.

OECD, Combatting the effects of the COVID-19 on children, OECD, https://read.oecd- ilibrary.org/view/?ref=132_132643-m91j2scsyh&title=Combatting-COVID-19-s-effect-on- children, 2020.

OECD, Lessons for Education from COVID-19: A Policy Maker’s Handbook for More Resilient Systems, OECD Publishing, Paris, https://doi.org/10.1787/0a530888-en, 2020.

OCDE, Repenser l’équité dans l’éducation : Le COVID, révélateur et catalyseur ?, OECD Podcasts, Durée : 21:20, Éditions OCDE, Paris, https://doi.org/10.1787/e2b6c1d6-fr, 2021.

OECD, “Foreword”, in COVID-19 and Well-being: Life in the Pandemic, OECD Publishing, Paris. DOI: https://doi.org/10.1787/bffd617c-en, 2021.

Pottie, C.G., Ingram, K.M. Daily Stress, Coping, and Well-Being in Parents of Children With Autism: A Multilevel Modeling Approach. Journal of Family Psychology, 2008, pag.22, 6, 855–864

Richard R.Abidin, PSI Parenting Stress Index adattamento italiano a cura di A. Guarino, P. Di Blasio, M. D’Alessio, E. Camisasca, G. Serntoni, 2008.

Rivarola, A., Interazione comunicativa nei primi anni di vita: modalità di osservazione e strategie di intervento – Recenti orientamenti in tema di disabilità grave – Saggi (numero speciale) – Anno XVII, sull’evidenza scientifica – Orvieto, 25/27 novembre 2004.

Sheeber, L. B., & Johnson, J. H. (1992). Applicability of the Impact on Family Scale for Assessing Families with Behaviorally Difficult Children. Psychological Reports, 71(1), 155–159. https://doi.org/10.2466/pr0.1992.71.1.155.

Smith, T. B., Oliver, M. N. I., & Innocenti, M. S. (2001). Parenting stress in families of children with disabilities. American Journal of Orthopsychiatry, 71(2), 257–261. https://doi.org/10.1037/0002-9432.71.2.257 .

Spradley, J.P. Participant observation, Holt, Rinehart & Winston, NY, 1980.

Tager-Flusberg, H., Risk factors associated with language in autism spectrum disorder: Clues to underlying mechanisms. Journal of Speech, Language, and Hearing Research, 59(1), 2016, 143-154.

Volkmar, F.R., Paul, R., Klin, A., Cohen, D. (Eds.), Handbook of autism and pervasive developmental disorders: Diagnosis, development, neurobiology, and behavior (p. 335–364). John Wiley & Sons Inc, Language and Communication in Autism, Tager-Flusberg, H., Paul, R., & Lord, C., 2005.

Zanobini M, Manetti M, Usai MC La Famiglia di fronte alla disabilità. Stress Risorse Sostegni, Erickson editore, 2013

Published

2022-08-30

How to Cite

Melchiori, R., & Melchiori, F. M. (2022). Autism Spectrum Disorders in the Sars-Cov-2 period and parents’ stress: A case study. Formazione & Insegnamento, 20(2), 328–349. https://doi.org/10.7346/-fei-XX-02-22_26

Most read articles by the same author(s)

1 2 3 > >>