Author(s)

Alfa Celene Rea-Amaya, Guadalupe Acle-Tomasini, Gabriela Ordaz-Villegas

Facultad de Estudios Superiores Zaragoza, Universidad Nacional Autónoma de México, México City, México.

The process of transition between different developmental stages gains specific importance for individuals with ASD. Parents of children with ASD will face the challenge of guiding this transition both during the stages of physical and psychological development, and academic and occupational phases. The purpose of this study was to examine the parental perception of skills development in children with ASD and the relationship to perceived elements required to transition between different developmental stages. This descriptive, non-experimental, cross-sectional, and correlational study included 32 participants, the parents of ASD diagnosed children (aged between 3 and 22 years). Participants ranged in age from 22 to 52 years; 84.4% of them were women. Main findings: The perception from most participants emphasizes poor ability in children, regardless of developmental stage, to communicate or express emotions, which is translated into poor school-related and social skills performance. The fact that overall parents believe that their children are dependent and will require assistance from them or other people to perform everyday activities in the social, school, and family settings is highlighted as well. Depending on the child’s stage of development, parents express different expectations matching their children’s own development. Parents expect their children to grow up to be independent in certain aspects, as children develop more self-care skills with increase in age. However, most parents perceive that the prospects of a promising future for their children will be limited by children’s poor skills.

Autism Spectrum Disorder, Transition, Language Skills, Future, Educational Aspirations

Rea-Amaya, A. , Acle-Tomasini, G. and Ordaz-Villegas, G. (2019) Parental Perception of Skills in Children with Autism Spectrum Disorders and the Relationship to Transition Processes. Psychology, 10, 1333-1351. doi: 10.4236/psych.2019.109085.