Fathers’ Lived Experiences With a Child With Autism Spectrum Disorder: A Phenomenological Study

PURPOSE: The purpose of this study was to acquire deeper knowledge about lived experiences of fathers of children with autism spectrum disorder (ASD) in regard to how occupational therapy helped facilitate involvement and interactions inside and outside of therapy. Parental perspectives, especially those of fathers, are limited in the literature (Solish & Perry, 2008). The literature there is focuses on mothers’ perspectives, resulting in therapy interventions typically designed toward mothers, not fathers (Flippin & Crais, 2011; Rivard, Terroux, Parent-Boursier, & Mercier, 2014; Seung, Ashwell, Elder, & Valcante, 2006). This research sought to gain an understanding of fathers’ perspectives to help support them with their involvement in their child with ASD’s life.

DESIGN: This phenomenological study involved in-depth, semistructured interviews. Convenience sampling was used to gather the four fathers of children with ASD. Their children were all formally diagnosed with ASD, were under age 18 yr, and had received occupational therapy services.

METHOD: In-depth, semistructured interviews with fathers of children diagnosed with ASD were conducted to collect data. The participants were asked questions pertaining to their lived experiences of having a child with ASD, what helped them in regard to being involved in their child’s life and therapy, and their recommendations for occupational therapists. The interviews lasted less than 1 hr and were recorded for later dictation. The dictated interviews were coded through open, axial, and selective coding that helped identify the key themes.

RESULTS: The major findings of the study were as follows: participants recognizing their unique role as a caregiver and advocate, positive influence of physical activities, and value of therapists and mentors as facilitators of involvement with their child. Each participant recognized that his high interaction level and role with his child with ASD was unique. One shared, “So I know I have a little bit different viewpoint on this, because most of the times fathers are not the ones that are primary caregivers. So my outlook is a little different.” Physical and engaging activities were viewed as a positive influence on the child’s behavior. All participants expressed the benefits of being educated on the impact of gross motor activities and exercise for their child with ASD. These can lessen the demands of early intervention. Another shared, “The movement and the exercise . . . in our case . . . made the difference.” All of the fathers expressed value in their child receiving early intervention through occupational therapy services. Facilitators of the fathers’ involvement with their child with ASD were the therapists, tutors, and mentors their child had. They gave the child something the fathers could not give themselves, as well as providing advice to the fathers.

CONCLUSION: The interviews were used to gain a better understanding of the fathers’ thoughts regarding their lived experiences and opinions on how occupational therapists can better assist fathers in their involvement and interaction with their child with ASD. The fathers valued their unique relationship with their child with ASD and the benefits they received through occupational services and mentorship. They valued engaging and interactive activities with their child, which helped their child’s behavior and development. The results highlight that fathers appreciated therapy and wanted to be involved. Fathers’ perspectives are a valuable part of therapy often missing in the literature. Current and future clinicians and other professionals can use the information gathered to assist fathers in being involved in the life of their child with ASD through education and early intervention.

References

Flippin, M., & Crais, E. R. (2011). The need for more effective father involvement in early autism intervention: A systematic review and recommendations. Journal of Early Intervention, 33, 24–50. https://doi.org/10.1177/1053815111400415

Rivard, M., Terroux, A., Parent-Boursier, C., & Mercier, C. (2014). Determinants of stress in parents of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 1609–1620. https://doi.org/10.1007/s10803-013-2028-z

Seung, H. K., Ashwell, S., Elder, J. H., & Valcante, G. (2006). Verbal communication outcomes in children with autism after in-home father training. Journal of Intellectual Disability Research, 50, 139–150. https://doi.org/10.1111/j.1365-2788.2005.00767.x

Solish, A., & Perry, A. (2008). Parents’ involvement in their children’s behavioral intervention programs: Parent and therapist perspectives. Research in Autism Spectrum Disorders, 2, 728–738. https://doi.org/10.1016/j.rasd.2008.03.001