Author
Listed:
- Katelynn Jolly
(Speech Language Pathologist Assistant, Master‟s Special Education, Autism Spectrums Disorder Intervention, Candidate, Texas A&M International University, United States)
- Professor Tonya Huber
(Texas A&M International University, College of Education, 5201 University Boulevard, Laredo, TX 87041-1900, United States)
Abstract
Objective: Mothers of children with autism spectrum disorder (ASD) are likely to develop and experience stress and anxiety due to the overwhelming amount of new information, research on their child’s needs, and coping with everyday hardships. Method: This systematic review analyzed seven recent research articles related to the anxiety and stress in mothers raising children with ASD. Studies were limited to a focus on maternal mental health experiences raising a child with ASD. Findings: All studies examined show a sample of mothers that have anxiety while raising children with ASD. Researchers employed different methodologies in measuring these mothers’ anxiety at either one or two points in time. The strengths and weaknesses of each study were reviewed. Some studies even reported a direct effect concerning the way mothers interact with others and their children as a result of their mental health state. Limitations in most of the studies reviewed showed a smaller sample size than originally intended. Conclusion: While there are many studies that focus on children with ASD, there is a lack of research on the mental health state of their parents, specifically mothers. These parents take on the role of being a provider, advocate, and channel between their children and a world that is rarely accessible to them. Research in this area can greatly benefit new mothers experiencing this, and all parents that may have an unhealthy mental state when dealing with the responsibility and work it takes raising a child with a disability.
Suggested Citation
Katelynn Jolly & Professor Tonya Huber, 2020.
"Prevalence of Anxiety and Stress in Mothers of Children with Autism Spectrum Disorder (ASD): A Review of Literature,"
Research Journal of Education, Academic Research Publishing Group, vol. 6(8), pages 121-127, 12-2020.
Handle:
RePEc:arp:rjearp:2020:p:121-127
Download full text from publisher
Corrections
All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:arp:rjearp:2020:p:121-127. See general information about how to correct material in RePEc.
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
We have no bibliographic references for this item. You can help adding them by using this form .
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Managing Editor (email available below). General contact details of provider: http://arpgweb.com/index.php?ic=journal&journal=15&info=aims .
Please note that corrections may take a couple of weeks to filter through
the various RePEc services.