Comparing Fathers’ and Mothers’ Perspectives About Their Child’s Autism Spectrum Disorder

Stacey C. Grebe, Sarah S. Mire, Hanjoe Kim, Milena A. Keller-Margulis

Research output: Contribution to journalArticlepeer-review

Abstract

Mothers are often the primary parent participants in autism spectrum disorder (ASD) research. As a result, little is known about fathers’ perceptions regarding their children’s ASD and whether these perceptions differ from mothers’. Given the limited information available regarding fathers’ perceptions about their children’s ASD, this study aimed to investigate father variables (stress, coping, support, and perception of disability) and how they compare to mothers’. Participants were 361 biological parents (294 mothers and 67 fathers) of children on the autism spectrum who participated in a larger study. Results revealed significant differences between mothers' and fathers’ self-reported stress and coping. Understanding differences between parents’ perspectives has both research and clinical implications for working with families raising children on the autism spectrum.

Original languageEnglish
Pages (from-to)1841-1854
Number of pages14
JournalJournal of Autism and Developmental Disorders
Volume52
Issue number4
DOIs
Publication statusPublished - 2022 Apr

Bibliographical note

Funding Information:
Data collected for this work was partially supported by the University of Houston’s New Faculty Research Award to Dr. Mire. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the sponsoring organization. We are particularly grateful to the families who participated in the current study. We are also grateful to SSC@IAN for their assistance in recruiting as the families in this study were re-contacted from their original efforts.

Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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