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Parental Challenges and Skill Development in Children with Autism During the COVID-19 Pandemic

Jeem Hara M. Empinado, Raymond Espina, Lilibeth Pinili
Abstract
This study investigates the relationship between parental profiles including age, gender, marital status, highest educational attainment, and monthly income and the adaptive, functional academic, and communication skills of children with autism. Utilizing Chi-square tests for statistical analysis, the results reveal no significant associations between these parental characteristics and the various developmental skills assessed. Specifically, the study demonstrates that despite the presence of learned adaptive skills in self-feeding, children with autism generally exhibit areas for improvement in functional academic skills and communication. These findings suggest that parental demographics do not significantly impact the developmental outcomes in children with autism. The research highlights the complexity of autism and the need to consider broader educational, therapeutic, and environmental interventions to support these children’s development more effectively. https://doi.org/10.22011/wjher.4.2
Keywords
skills performance, adaptive skills, functional academic & communication skills, parental profile
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22011/wjher.4.2Pages: 125-135Published: 06-17-2024Copyright: Copyright (c) 2024 Jeem Hara M. Empinado, Raymond Espina, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteEmpinado, J.H., Espina, R., Pinili, L. (2024). Parental Challenges and Skill Development in Children with Autism During the COVID-19 Pandemic. World Journal on Education and Humanities Research, 4(2), 125-135. https://doi.org/10.22011/wjher.4.2