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Browsing by Author "Hepburn, Susan, advisor"

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    An analysis on the experience of parenting for adults with autism spectrum disorder
    (Colorado State University. Libraries, 2022) Lee, Jonathan, author; Hepburn, Susan, advisor; Brown, Samantha, committee member; Daunhauer, Lisa, committee member
    A paucity of research has been conducted into the unique experience of parents with autism spectrum disorder (ASD). This lack of scientific understanding about a parent's lived experience is an obstacle to developing effective psychotherapeutic approaches to parents who have identified awareness of characteristic features of ASD. In this study, we present a qualitative case study of two adults with ASD who are parents. Both parents participated in an extensive interview focused on several domains: impacts resulting from characteristics of ASD, life changes resulting from a diagnosis or recognition of characteristics, impacts on executive functioning related processes, experience as a parent prior to recognition of characteristics or a diagnosis, belief in parenting ability, and insight into recommendations for support. Findings highlighted three main themes: 1) a conscious choice in accepting change, 2) saturation of self, and 3) the necessity for clinicians to adopt a learner's mindset.
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    Developmental trajectories of adaptive behavior in Autism Spectrum Disorder and Down syndrome
    (Colorado State University. Libraries, 2017) Gerlach-McDonald, Brianne, author; Hepburn, Susan, advisor; Fidler, Deborah, advisor; Daunhauer, Lisa, committee member; Riggs, Nathaniel, committee member; Sample, Pat, committee member
    The increasing prevalence of developmental disabilities indicates a need for research and interventions for these populations. One growing area of interest is adaptive behavior or the functional skills individuals perform in their everyday lives, such as communication and daily living skills. Individuals with developmental disabilities with greater adaptive behavior skills experience a better quality of life in childhood and achieve better functional outcomes in adulthood (e.g., living independently). However, more research is needed to understand how adaptive behavior develops in childhood to identify critical time points for targeted interventions. The current study examined developmental trajectories of adaptive behavior across childhood in two developmental disabilities: Autism Spectrum Disorder(ASD) and Down syndrome (DS). This study examined secondary data obtained from a longitudinal study conducted at the University of Colorado Health Sciences Center between 1997 and 2007. The aim of this dissertation was to examine the extent to which individual differences in diagnostic status, maternal education, intellectual functioning, executive function, and autism symptoms predicted developmental trajectories of adaptive behavior. Examination of the predictors of developmental trajectories of adaptive behavior provided information regarding potential intervention targets to promote optimal adaptive behavior. This study used growth modeling techniques to compare two developmental disabilities. Participants included 77 children with ASD and 24 children with DS who were assessed in toddlerhood (ages 1-3 years), preschool (ages 4-6), and during the school years (ages 7-10). Parents completed a demographic questionnaire and interviews of adaptive behavior (Vineland Adaptive Behavior Scales; Sparrow, Balla, & Cicchetti, 1984), and autism symptoms (Autism Diagnostic Interview-Revised; Lord, Rutter, & LeCouteur, 1994). Child participants completed standardized developmental testing (Mullens Scales of Early Learning; Mullen, 1995), an executive function task measuring cognitive flexibility and working memory (Spatial Reversal; Kaufmann, Leckman, & Ort, 1989), and a semi-structured play-based assessment of autism symptoms (Autism Diagnostic Observation Schedule; Lord, Rutter, DiLavore, & Risi, 1999). Growth models were specified for developmental trajectories of communication, daily living skills, and socialization as measured by the Vineland Adaptive Behavior Scales. Diagnostic status, maternal education, intellectual functioning, executive function, and autism symptoms were added as predictors. Children with ASD and DS made gains in their adaptive behavior skills from toddlerhood to middle childhood but had significantly delayed scores compared to children in the standardization sample. The best fitting models of communication and socialization indicated significant linear and quadratic growth, and the best fitting model of daily living skills indicated significant linear growth. Diagnostic status was a significant predictor of initial starting states of communication and socialization in toddlerhood, but not daily living skills. Diagnostic status was a significant predictor of linear and quadratic slopes of communication. Maternal education was a significant predictor of initial starting states of socialization in toddlerhood in both groups. Mental age in toddlerhood was a significant predictor of initial starting states in toddlerhood for communication, daily living skills, and socialization in both groups. Mental age was a significant predictor of linear slopes of communication, daily living skills, and socialization, and quadratic slopes for communication and socialization in both groups. These findings provide implications for intervention; many existing manualized early intervention treatments do not explicitly target adaptive behavior. Implications for available programs are discussed, followed by recommendations for targeting adaptive behavior and expanding research efforts to promote these skills in children with ASD and DS.
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    Examining barriers that predict mindfulness uptake in parents of children with autism spectrum disorder
    (Colorado State University. Libraries, 2020) Castells, Kara, author; Hepburn, Susan, advisor; Coatsworth, Doug, committee member; Brown, Samantha, committee member
    This study aimed to investigate barriers to mindfulness practice in parents of children with Autism Spectrum Disorder (ASD). I hypothesized that I could reliably measure three barriers to mindfulness that parents could rate themselves on statements reflecting these barriers. I also hypothesized that the barriers to mindfulness vary as a function of parent characteristics (e.g., overall experience with mindfulness, trait mindfulness, level of mindfulness experience) and child characteristics (e.g., severity of ASD symptoms) and that parents in this population are less likely to use mindfulness to reduce parent stress due to the perceived barriers, (1) misconceptions about mindfulness, (2) beliefs that parenting stress is not relevant to child outcomes, and (3) lack of time parents allocate to focus on their own well-being. The study surveyed 91 parents of children with ASD using a demographics questionnaire, the Mindfulness Barriers Scale (MBS), created by the research team, and the Mindful Attention and Awareness Scale. Preliminary analysis of the measure was conducted, followed by a series of independent sample t-tests, an ANOVA, and regression analysis to test the hypotheses. Examination of the MBS showed that each subscale was distinct in what they measured and showed acceptable reliability. Results showed that misconceptions, time, and disinterest in mindfulness, a single-item variable found as conceptually interesting in the preliminary analysis, were predictors of mindfulness uptake. Significant differences were found between the levels of mindfulness experience and misconceptions about mindfulness, parents with neutral or negative overall experience with mindfulness reported time as a greater barrier and higher misconceptions than parents with positive overall experience, and parents with low trait mindfulness reported time as a greater barrier than parents with high trait mindfulness. The significance of the findings, limitations, and future directions are discussed.
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    Exploration of factors impacting caregivers' comfort discussing sexuality with ASD youth
    (Colorado State University. Libraries, 2023) Jensen, Spencer Lynn, author; Hepburn, Susan, advisor; Quirk, Kelley, advisor; Dockendorff, Kari, committee member
    The present study aims to understand factors impacting caregivers' comfort and education goals related to their autistic youth's sexuality through secondary data analysis. Individuals with Autism Spectrum Disorder (ASD) are a vulnerable group to sexual victimization and experience unique psychosexual development. There is little known about sex education efficacy for autistic individuals and how to support caregivers' comfort in addressing issues of sexuality with their youth. This study utilizes secondary analysis of pre-intervention data collected prior to a small (n = 8) pilot study for a sexuality education intervention for parents of autistic youth in 2006. In this project, the following questions will be addressed via narrative analysis and visual inspection: what are caregivers' goals for their autistic youth related to sexuality/sex education and what are the factors impacting caregiver's comfort in talking about their autistic youth's sexuality? Results highlight the heterogeneity of individuals with ASD suggest the need for multi-level and multi-system interventions to promote healthy psychosexual development for autistic youth as sexuality is impacted by several systems and impacts several domains of functioning. Lastly, implications and future directions for research and clinical practice will be discussed.
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    Family quality of life and coping in families of children with an ASD
    (Colorado State University. Libraries, 2020) King, Ashlyn, author; Hepburn, Susan, advisor; Lane, Shelly, committee member; Biringen, Zeynep, committee member
    Given the prevalence of Autism Spectrum Disorder (ASD) diagnoses, this study sought to explore the impact of an ASD on Family Quality of Life (FQOL). While stress in families who have children with an ASD has been well-documented, the factors that impact FQOL have not been researched as heavily. This study explored associations between ASD symptom severity, coping strategies, and FQOL. For this study, I utilized data from a sample of 36 parent-child dyads in which the child had received a diagnosis of an ASD. Caregivers reported on ASD symptom severity, family quality of life, and coping strategies they employed, among other measures as part of a baseline battery. This study found a significant negative association between ASD symptom severity and FQOL but did not find a significant correlation between the use of coping strategies (specifically passive appraisal, reframing, and acquiring social support) and FQOL. The results indicate that ASD symptom severity is related to lower family quality of life and indicates the need for intervention and support for families.
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    Implications of late autism spectrum disorder diagnosis for females
    (Colorado State University. Libraries, 2023) Tomasula Martin, Lily, author; Hepburn, Susan, advisor; Ortega, Lilyana, committee member; Harman, Jennifer, committee member
    The purpose of this qualitative case study is to examine the implications of the timing of an Autism Spectrum Disorder (ASD) diagnosis for females, specifically its impact on psychological well-being. While it is well-known that females are less likely to be identified at young ages than their male counterparts, we know relatively little about the experiences or service needs of women with Autism Spectrum Disorder (ASD) who are identified later in life. Five women, ages 22 to 46 years who received a formal diagnosis after the age of 12 years, participated in an in-depth interview with a clinician focused on the impacts of a late Autism Spectrum Disorder diagnosis and the participants' overall well-being. Participants also completed a standardized self-report measure of psychological well-being. Participants then partook in a semi-structured interview to share their experiences of being a female with ASD. Responses from the questionnaires were summarized to provide a baseline understanding of participants' well-being while the semi-structured interview was analyzed to find themes in participant experiences. This qualitative case study includes a small number of participants, but we learned about the potential impacts of late diagnosis for females and their self-report of overall well-being. Both of which has implications for both research and practice.
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    Knowledge of symptoms, social support, and parenting stress in fathers of children with ASD: implications for improved affective well-being
    (Colorado State University. Libraries, 2021) Mangen, Kathryn, author; Hepburn, Susan, advisor; Luong, Gloria, committee member; Lane, Shelly, committee member
    Parents of a child with Autism Spectrum Disorder (ASD) will likely experience a more challenging and stressful parenting experience than the average parent (Hayes & Watson, 2013). Previous literature has demonstrated that parenting a child with ASD can be highly stressful for mothers, yet there is scant literature on the experiences of fathers. With such little information, it is unclear what contributes to promoting fathers' affective well-being when caring for a child with ASD. The present study examines the associations between knowledge of ASD symptoms, perceived social support, parenting stress, and both positive and negative affect of fathers of a child with ASD within the context of the ABC-X model. Additionally, this study explores which variables predict fathers' positive affect and negative affect. Fifty-two fathers of individuals with ASD completed a battery of confidential online surveys measuring parenting stress, social support, knowledge of ASD symptoms, and positive/negative affect. Correlational analyses and regression analyses were conducted. Results suggest that fathers experience high levels of parental stress, and this parental stress is associated with overall affective well-being. Perceived social support is associated with negative affect and knowledge of ASD symptoms was found to not be associated with any of our variables. Limitations, implications for clinical interventions, and future directions are explored.
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    Parental expressed emotion and treatment outcomes in adolescents with autism spectrum disorder
    (Colorado State University. Libraries, 2020) Bigner, Joshua, author; Hepburn, Susan, advisor; Barrett, Karen, committee member; Essert, Deborah, committee member
    This study uses a case series design to explore the effects parental expressed emotion has on the parent-child relationship and the effects of the outward affect on the treatment outcomes of interventions focused on improving youth coping skills. This paper explores the relationship between the frequency of negative expressed emotions of parents raising children with Autism Spectrum Disorder and the youth's treatment outcomes achieved within a parent-child intervention delivered via telehealth. Characteristics of ASD have far-reaching effects on behavior, particularly in social interactions, such as the ongoing interactions of parents and children within a family. The parents' stress often influences these behaviors. During adolescence, parents often experience high stress due to adolescents' needs for independence and the behaviors associated with puberty. This parenting stress is thought to be heightened if the adolescent is diagnosed with Autism Spectrum Disorder. When parents are stressed, it can increase their negative perceptions of their son or daughter, which likely alters how parents behave towards their children and may be associated with increases in the youth's negative behaviors towards their parent (C. Smith et al., 2018).