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- Title
- How Parents of Children with Autism Access Service: The Recollection of Eight Families
- Contributor
- Kaitlyn G Born (author), Ken Pudlas (second reader), Trinity Western University SGS (Degree granting institution), David Carter (thesis supervisor), Ted Wormeli (external examiner)
- Discipline/Stream
- Educational Studies - Special Education
- Abstract
- Autism Spectrum Disorder has an increasing prevalence in children; diagnostic tools have become more refined and children are diagnosed younger. Parents of children with ASD learn to cope with challenges. It was hypothesized that many parents in the lower mainland of British Columbia are self-educating instead of learning from healthcare professionals. It was also hypothesized that parents are unaware of the resources available to them after receiving a diagnosis, and are therefore seeking help for their child and assembling services in much the same way they self-educated themselves. Eight families were interviewed about their experiences post-diagnosis. It was observed that families varied greatly in emotional response and were provided with information from a physician. However, few actually used the information provided to achieve a service assembly. This qualitative research revealed that families experience relational strain and parents desired a resources to guide, support, and educate them throughout their autism journey.
- Publication Year
- 2018
- Title
- Theory of Mind, Affective Empathy, and Academic Achievement: A Correlative Study of Children in Grades 4 to 6
- Contributor
- Adam Knowlson (author), David Carter (thesis supervisor), Ken Pudlas (second reader), Lily Dyson (external examiner), Trinity Western University SGS (Degree granting institution)
- Discipline/Stream
- Educational Studies - Special Education
- Abstract
- Scholars have posited that educating the “whole child,” includes teaching both social emotional learning (SEL) and academics. This study analyzed the relationship between two constructs of the social awareness SEL competency, theory of mind (ToM) and affective empathy, with academic achievement. Thirty-six participants in grades 4 to 6 from a public elementary school in British Columbia completed assessments of ToM and affective empathy, and results were compared with academic achievement. Multiple regression analysis revealed that neither ToM, nor affective empathy correlated with academic achievement in the total sample. In females, academic achievement positively correlated with ToM, B = .05, p = .04, as measured by interpretation of ambiguous stories (Bosacki, 1998). In males, academic achievement positively correlated with ToM, B = .06, p = .02, as measured by an eyes test (Baron-Cohen, Wheelright, Spong, Scahill, & Larson, 2001). Lastly, both measures of ToM positively correlated with affective empathy.
- Publication Year
- 2016