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Assessing Caregiver Stress and Coping at Time of Autism Spectrum Disorder Diagnosis

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Abstract

Research and practice emphasize the importance of family involvement in early intervention for children with autism spectrum disorder (ASD). However, in order to address the unique and diverse challenges of families, support and resources may need to be prescribed on a case-by-case basis. This article suggests ways early intervention programs can assess parent stress, self-efficacy and disability specific knowledge at time of ASD diagnosis to inform family centered intervention programs with attention to individualized support for children with ASD and their families. A variety of assessment tools are provided with rationale for their use of results to inform program intervention and service plans for families of young children with ASD.

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Authors and Affiliations

  1. Educational Studies and Teacher Preparation, Graduate School of Education and Allied Professions, Fairfield University, 1073 North Benson Road, Fairfield, CT, 06824, USA

    Emily R. Shamash

  2. Health and Behavior Studies, Teachers College, Columbia University, New York, NY, USA

    Jocelyn A. Hinman

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  1. Emily R. Shamash
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  2. Jocelyn A. Hinman
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Correspondence to Emily R. Shamash.

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Shamash, E.R., Hinman, J.A. Assessing Caregiver Stress and Coping at Time of Autism Spectrum Disorder Diagnosis. Early Childhood Educ J 50, 97–106 (2022). https://doi.org/10.1007/s10643-020-01145-2

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