SOC W6301 Week 6 Assignment Writing the Literature Review

SOC W6301 Week 6 Assignment Writing the Literature Review

 

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Walden University

SOC W6301

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Submission Date

 

Writing the Literature Review

Education of children with Autism Spectrum Disorder (ASD) on parenting matters is crucial so that parents can have the knowledge and capability of addressing the needs of their children in terms of development.

One of the challenges autism presents to parents is the difficulty in taking the right steps to manage the condition, necessitating the necessity of education and cooperation (Roquette Viana et al., 2021). The present literature review represents the results of the recent studies on parent education in ASD, expounds on the popular themes, and also indicates the gaps in the research. To suggest a review, various peer-reviewed articles are included that address a variety of factors of parental involvement and education on ASD interventions.

• The Importance of Parental Involvement

The involvement of parents is one of the essential elements of intervention in children with ASD. Cohen and Mosek (2019) emphasized the significance of collaboration between parents and other employees to ensure that children could enjoy good conditions. As part of their qualitative study, they demonstrate how gracious and mutually beneficial actions influence therapeutic procedures.

In the same vein, Dababnah and Parish (2016) conduct a review of the structured support programs like The Incredible Years that expose the role of parenting involvement in improving parental emotion control and reducing stress in children and parents. These studies provide the importance of parents in the development of their children, implying that the outcome of the intervention will be directly influenced by the enhancement of parent education.

Strategies for Educating Parents

The parental education model to be used with children with ASD varies according to the situation, but some issues are apparent based on the literature. Another qualitative systematic review of play-based intervention was conducted by Dijkstra-de Neijs et al. (2023), which showed that these intervention strategies had a positive effect on the development of ASD children.

This line of study utilized the application of quantitative and qualitative feedback gathered from the parent participants to describe the positive experience of the participant under such interventions. The parents hence showed more confidence in raising their children beyond acquiring the skill of addressing the play-related needs of their children.

Moreover, Schweizer et al. (2019) were also interested in researching the use of art therapy as an educative tool in non-communicating children with ASD. This text indicates the importance of sign language to help children express their emotions and needs.

This is the reason why the parents need to be well advised on these innovative approaches that can give them insight into the social and emotional maturation of their children. The articles collectively outline the different methods that can be employed in executing educational processes to parents, whether formal or art therapy.

• Addressing Parental Stress

The other essential theme that has been shown through literature is the stress that parents of children with ASD are going through and the coping strategies that can help alleviate such problems. Dababnah and Parish (2016) argue that parent-focused programs go a long way in reducing stress among parents, which subsequently contributes to the development of healthy families.

Cohen and Mosek (2019) develop this point by stating that these mutual relations can alleviate part of the parental burden because they bring a feeling of burden sharing. Therefore, the findings of the present research justify the necessity to combine the approaches to stress management in parent education interventions with the perspective of enhancing the quality of life of families where a child with ASD lives.

Gaps in the Literature

Nevertheless, the literature contains some gaps in the effectiveness of different strategies of parent education over time, even though there is a lot of information (Deb et al., 2020). Although there are numerous studies with valuable information about the short-term benefits of the interventions, scant research exists on the long-term effects of interventions. Additionally, the majority of the research is based on the particular types of interventions without sufficiently discussing the ways of their incorporation into the more comprehensive systems of education among parents.

Also, the majority of studies are dedicated to the particular form of intervention, including play-based programs or structured support groups, without considering how these interventions can be incorporated into the larger and more comprehensive educational systems (Lopez-Nieto et al., 2022). This absence reduces the possibility of establishing the enduring effects of the parent education strategies and their influence on promoting the long term developmental outcomes among children with ASD.

Refining the Research Question

Going by this literature exploration, I will narrow down my research question to address the effectiveness of several parent education strategies in enhancing long-term outcomes of children with ASD. This narrowing can be attributed to the fact that it aligns with the various gaps identified in the literature on the sustainability of the benefits of an intervention.

Since the emphasis will be on the long-term impacts of educational strategies, my work will add valuable information to the studied field and thus may serve as a guide to further efforts to improve the situation with families of children with autism.

Conclusion

It is also demonstrated in the literature that parent education of ASD is crucial to improving the interventional practices and family functioning. Parents should receive the community involvement, various modalities of instruction, and stress management that are appropriate in their education. In this way, further studies of the effectiveness of these strategies in the long-term and holistic education systems related to different forms of intervention are still necessary.

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