EDUCATIONAL SOCIAL SKILLS IN MOTHERS AND FATHERS OF CHILDREN DIAGNOSED WITH ASD

Abstract

Autism Spectrum Disorder (ASD) is described by the DSM-V-TR as a neurodevelopmental disorder characterized by persistent impairments in communication and social interaction, as well as repetitive behaviors and restricted interests. According to the Centers for Disease Control and Prevention (CDC), one in thirty-six children receives this diagnosis in early childhood. As a result, more and more families are impacted by new ways of dealing with these demands, marked by the constant management of their children's atypical behaviors, emotional challenges, insufficient support network, difficulty in accessing treatments, etc., resulting in various types of overload. As strategies for coping with these challenges, Parenting Social Skills (HSE-P) are presented as protective factors for these caregivers. The aim of this study was to identify and compare HSE-P in mothers and fathers of children diagnosed with ASD based on a descriptive, cross-sectional, qualitative and quantitative study with group comparison, with ten mothers and ten fathers who answered the Interview Guide for Parental Educational Social Skills (RE-HSE-P). The results showed that mothers presented a broader repertoire of HSE-P, tending towards positive practices. In contrast, fathers demonstrated a higher frequency of negative practices. These findings suggest that gender inequalities are reflected in the quality of parental interactions and in the well-being of caregivers, with HSE-P being essential to strengthen the caregiverchild relationship. The study points to the importance of training programs in HSE-P as a strategy to minimize the impact of the demands imposed by caring for children with ASD.