Definiciones y clasificaciones del manual escolar

There is a growing body of research addressing parental SE (PSE) in relation to children with autism (e.g., Giallo, Wood, Jellett & Porter 2013). This relates to parental belief in the ability to parent successfully (Jones & Prinz, 2005). Research in this area is pertinent to the current study since it provides an insight into factors which can impact upon SE in those who have day to day care of children with ASD. For this reason, consideration is now given to the research around PSE in parents of children with ASD.

Estes, Munson, Dawson, Koehler et al. (2009) carried out an investigation into the way in which child characteristics influence maternal parenting stress and psychological distress. This research targeted mothers of preschool children with a diagnosis of ASD (n=51) and mothers of children diagnosed with developmental delay without autism (n=22). Higher levels of parenting stress and psychological distress was found in mothers parenting children with autism. Children's challenging behaviour was associated with an increase in parenting stress and psychological distress in mothers in both

groups, although the researchers acknowledged that the relationship between scores on self-report inventories and psychiatric diagnosis was complex, and the study was interpreted in this light. It was recommended that the increased scores relating to parenting stress, anxiety and depressive symptoms warranted “serious attention from clinicians” (p.384). This study overcame limitations identified within earlier studies in relation to use of standardised measures, and additionally used a comparison group of mothers with children matched for developmental level but without a diagnosis of autism. Thus, the higher demands experienced by parents of children with additional needs could not, on their own, account for the increased stress in parents of children with autism.

Based upon data within the 2003 American National Survey of Children’s Health, Schieve, Boulet, Kogan, Yeargin-Allsopp et al. (2011) studied responses of parents and caregivers of children with ASD. Difficulties in caring for their child, frustration with their child’s behaviours, and anger towards their child were reported. The Aggravation in Parenting Scale was used to compare parents of children with autism with: parents of children with special health-care needs with other developmental problems; children with special health-care needs without developmental problems; and normally developing children. Parents of children with autism were significantly more likely to score in the “high aggravation” range than any other parent sample.

It is established within the literature that PSE is associated with parental implementation of positive parenting strategies, persistence within demanding situations, and an estimation of the degree to which parents perceive themselves as capable within what is a highly demanding role (Coleman & Karraker, 1998; Jones & Prinz, 2005). Hastings and Brown (2002) carried out a small-scale study of parents of children with ASD and found that PSE mediated the relationship between the child’s behaviour problems and maternal anxiety/depression. In addition, it moderated the effect of child behaviour upon paternal anxiety. Low levels of parental SE can

of the parent (Johnston & Mash, 1989). Research has consistently shown that parental SE is negatively correlated with children’s behaviour problems (Mouton & Tuma, 1988).

Research has indicated that parental SE is predictive of parenting stress in families with a child with a disability (Frey et al., 1989; Friedrich et al., 1985; Krauss, 1993). Hastings and Brown (2002) found that parent beliefs about their ability to parent successfully moderated the effects of the child’s behaviour problems upon paternal anxiety, and mediated the relationship between the behaviour problems and maternal anxiety. Mouton and Tuma (1988) demonstrated that parental SE was negatively correlated with children’s behaviour problems, and Herbert (1995) suggested that this, in addition to criticism from others in relation to parenting skills, led to

decreased parental SE. Kuhn and Carter (2006) found an association between parental stress and depression, and parental SE in parents of children with ASD (n=170). As hypothesised, guilt, depression and parenting stress were negatively correlated with maternal SE. All correlations between maternal SE and cognitions were of moderate strength and statistically significant, except in relation to autism knowledge. Researchers concluded that SE appeared to be associated with well-being, agency, and feelings of guilt among mothers of children with autism.

Given the importance of the relationship between PSE and a range of parent and child outcomes, it seems appropriate to understand more about the school contribution to this picture. A primary school child attends school for up to 35 hours per week and, with additional needs will often have additional TA support both within and outside the classroom. The close and sustained nature of this relationship might be expected to mirror in some ways the experience of the parents who care for such children. The SE of the TA for supporting the pupil will therefore be key. Given the current and potential value for the construct of SE in relation to teaching (Henson, 2001), it would seem to be a valuable exercise to add to the highly limited literature in relation to TA SE in relation to ASD.