Children on the
Autistic spectrum provide not only a challenging perspective to the family unit
but also to the classroom. Parenting has a direct
influence on the well-being of not only the family as a whole but on the
individual children that are part of the family dynamic. The physical, social
and emotional development of a child is a direct correlation to the type of
parenting that a child experiences. Research studies have shown that parenting
practices that include encouragement, positive reinforcement, displays of
warmth and affection through physical contact, being involved in the child’s
recreational and social activities and having consistent yet not overbearing
disciplinary tactics can lead to positive self-image/self-esteem, appropriate
decision-making, fewer behavioral problems, healthier peer associations and
educational proficiency. Parents that
promote harmony within the family also help children with outside stresses and
assist them in building appropriate coping mechanisms (Kotchick & Forehand,
2002). Autistic children however often
exhibit social and developmental limitations or delays which may call for
modifications in parenting styles as well as teaching techniques. Care and
protectiveness are essential parenting skills for all children; however, because
of an Autistic child’s limitations, parents may become over protective. According to the 2004 journal article
entitled “What lies beneath: Parenting style and implicit self-esteem” by Dehart,
Pelham and Tennen, “The dimension of overprotectiveness reflects excessive
control, which probably interferes with the child’s ability to develop a sense
of autonomy or competence. More
specifically, over-helping or overprotection may undermine a child’s ability to
take full credit for their accomplishments, which may result in lower
self-esteem.” How then can parents and educators work together to ensure the
success of Autistic children?
All
children are born with inherit gifts and talents and the ability to understand
right and wrong. It is a parent’s
responsibility to master a child’s gifts and talents and to demonstrate and
teach them what is right and wrong based not only on society’s standards but
more importantly the family’s standards and expectations. In other words, parents matter in a child’s
life. Without a parent(s), a child has
no sense of self. However, with Autistic
children, parents and educators must work side by side to ensure that Autistic
children meet their potential and develop a positive self-image as well as thrive
within a safe and secure environment. Through consistent communication between
parents and educators, educators will be able to understand potential outside
forces that impact parenting behaviors such as culture and ethnicity;
socioeconomic status and poverty; and neighborhood and community. Autism runs a
full spectrum of ability levels and each child’s abilities and inabilities are
unique. Parents and educators need to use each other as references to determine
what are realistic goals for Autistic children in both the classroom and home settings. Parents and educators should then set a plan
together to help the
Autistic
child accomplish each goal by utilizing resources in the classroom as well as
on the home front, i.e. visual aids and instructional curriculum. Additionally, parents and educators should always
celebrate each goal that is accomplished by the Autistic child, no matter how
small or how big.
Overall,
parenting is a universal calling; it can be joyful, surprising, loving,
demanding, exhausting and frustrating but a gift that should be viewed as a
precious one (Holt,2013). Parenting an
Autistic child should not be viewed any differently. By establishing positive and effective
communication between parents and educators, parents of Autistic children will
be more successful in their parenting skills; therefore, allowing their
Autistic children to become successful, competent human beings.
References:
Dehart, T., Pelham, B. W. &
Tennen, H. (2006). What lies beneath: Parenting style and implicit self-esteem. Journal
of Experimental Social Psychology, 42, 1-16.
Kotchick,
B. A. & Forehand, R. (2002). Putting
Parenting in Perspective: A Discussion of the
Contextual Factors That Shape
Parenting Practices. Journal of Child and Family Studies,
11, 235-269.
Hembree,
D. (2012, January 13). How to Talk to Parent’s of an Autistic Child: Hints from
an
Autistic Teacher. [Web log comment]. Retrieved
from
Holt,
E. (2013). Belief Paper- Parenting Matters.
Holt,
E. (2013). Academic Paper.
-Elizabeth H.
-Elizabeth H.
