Effect of demographic factors on empowerment attributions of parents of children with Autism Spectrum Disorder

Abstract

The purpose of this study was to investigate the effect of demographic factors on empowerment attributions of parents of children with Autism Spectrum Disorder (ASD). Data were collected to determine differences between demographic factors of participants and self-reported empowerment attributions. A quantitative research design was employed in this study. Parents of children with ASD completed the 32-item Psychological Empowerment Scale (PES), which included a demographic questionnaire. Analyses were performed to measure the effects of specified demographic factors on parents' self-reported responses on the three dimensions of the Psychological Empowerment Scale (PES), namely attitude, formal participatory behaviors, informal participatory behaviors and skills and knowledge (Zimmerman, 1995). Demographic factors included marital status, parent gender, parent education level and perceived severity of child's ASD. The findings of the current study suggest that there are some relationships between demographic factors and parent empowerment attributes for parents of children with ASD. Parents who were married did not report a significant difference in perceived empowerment based on their own formal or informal education or support participatory behaviors than parents who were not married or parents who reported being in a partnership. Gender played a more significant role in the empowerment outcomes for parents of children with ASD. Mothers reported higher levels of empowerment than fathers in regard to informal participatory behaviors regarding parenting a child with ASD. Parents who had attended college reported higher levels of empowerment in regard to the empowerment attribute of skills and knowledge. Parents of children with ASD who participated in this study did not indicate that the severity of their child's ASD had an effect on their empowerment attribute of attitude. In addition to demographic differences, results indicated that there was a strong, positive correlation between formal participatory behavior and skills and knowledge and informal participatory behavior and skills and knowledge for parents of children with ASD. This study has begun to provide important information on the interaction effects of demographics on parent empowerment and the benefits of parent education and support for parents of children with ASD. Parents of children with ASD defined themselves as unique subgroup of parents of children with disabilities who have different strengths and needs in regard to empowerment. Outcomes of the study can be used to develop practice, programs, and policy in regard to education and support opportunities for parents of children with ASD from a more individualized, diverse or culturally sensitive perspective.