The impact of autism on each member of the family:
Family dynamics vary in a home that has someone with ASD, in part, due to how many children within their system, their gender, their ages, and personalities; girls have shown, in lower grades, to be more depressed with a sibling that has the common need for an inordinate amounts of time and attention. Males have well documented cases of feeling neglected and have negative outlooks on life, also. Albeit, their are exceptions to both males and females. Parents’ coping skills and ability to negotiate and be composed while interacting with each other and their children sets the tone for how boys and girls feel about their siblings with ASD; if parents are positive, and are still focused on the other children’s needs, then it is more likely that the offsprings will feel like their lives matter, and therefore not be inclined to be morose in affect. Naturally, more research needs to be done on family dynamics as it applies to those who have people with ASD in their families (Boutot, & Myles 2011).
Discussion of the impact on siblings:
Siblings of people with ASD are more likely to feel depressed than mainstream society; albeit a relative few studies do not substantiate this and more research on the subject needs to take place. People with ASD take up a disproportionate amount of time by their parents. Consequently, brothers and sisters feel ignored about their problems, and feelings often go ignored in the process. Parents often argue more because of the stress of raising children with ASD, so siblings are exposed to a greater degree of emotional tension in the family; they in turn feel bad by being in such an environment. Once parents of people with ASD pass away, there is a great deal of pressure on siblings to find appropriate living arrangements for those with ASD; they often feel guilty about not finding better housing for them and about the paucity of time they have for them (Boutot, & Myles 2011).
Discussion on the impact of parents:
Mother’s regardless of culture, in the vast majority of cases, feel the most responsibility to care for their children who are on the spectrum of autism. Albeit, father’s, especially in the US and relatively few other countries, feel pressure to do more for their children who have issues with ASD. Parents are more likely to have greater marital problems because they start blaming each other for why their kids have learning and emotional issues. Albeit, there are some few exceptions when mothers and fathers refer to their sons and sometimes daughters with ASD as gifts to their families; their added struggles made them focus more on the emotional well being of their families as a whole (Boutot, & Myles 2011).
Importance of communication and collaboration with families:
Parents have mistrust toward teachers and school administers, and often feel that they are unsupported in their efforts to encounter ASD issues for their boys and girls; teachers and professionals should not take it personally. Communication among instructors, mothers, fathers, and guardians is core to effectively addressing students’ ASD ongoing needs. Many progenitors lack financial means, emotional support, respite via babysitting, respective educational resources, and access to extra curricular activities within the community.
Strategies for communicating with parents:
1. Provide a comprehensive needs assessment for parents who have ASD issues in their families; allow them to feel comfortable about which questions they answer in it. Give mothers and fathers information about resources in their school districts, state, including Federal funding, and outside in general society that will serve as emotional support, edification about ASD, and in some case financial support.
2. Parent night is used by some teachers so that information about resources for ASD may be disseminated to mothers, fathers and guardians. Teachers can in so delegate support that would not be financially feasible, and go beyond the bounds of their role in helping such children (Boutot, & Myles 2011).
3. Post on school hall bulletin boards information about ASD sources of support that parents may use in their community; it should include what is explained, as best possible, during parent night.
References
Boutot, A., & Myles, B. (2011). Overview of Autism Spectrum Disorders. In Autism Spectrum Disorders Foundations, Characteristics, and Effective Strategies (pp. 93-115). Pearson.
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