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Perceptions of Diagnostic Assessment and Feedback, and Response to Treatment Recommendations among Parents of Children Newly Diagnosed with Developmental Disorders

Storer, Jennifer L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417089311

Abstract Details

2014, Doctor of Philosophy (PhD), Ohio University, Clinical Psychology (Arts and Sciences).
The purpose of the current study was to explore parent perceptions of and adherence to feedback and recommendations following child assessment by (1) characterizing the experiences of parents receiving assessment feedback and treatment recommendations, (2) examining the profile of adherence to treatment recommendations following assessment and feedback and variables associated with adherence, and (3) examining which services parents pursued most consistently, and how parents decided which services to prioritize. Seventy-two parents of children ages 2 to 12 (82% boys) newly diagnosed with developmental disorders and related difficulties completed Phase 1 of the project; 42 of these provided feedback about the assessment process (Phase 2); 22 provided information about adherence rates 3 months following the feedback session (Phase 3). Largely, parents were satisfied with the feedback process, but the data highlight areas for improvement. Parents reported feeling “relieved” and “overwhelmed;” many parents reported both positive and negative emotions. Most parents felt that their concerns were addressed well, and that they received enough information, but 42% of parents reported that they would have liked more information, specifically about prognosis. About 30% of parents expressed doubts about their ability to care for and help the child. On average 2 diagnoses were made per child and 12 recommendations were made per family. Most parents rated recommendations as helpful and took action steps toward 58% of recommendations made; many parents cited barriers to adherence (e.g., finances, location). Parenting stress variables were related to parenting efficacy, confidence knowing how to help the child, and perceived capability of caring for the child. Perceived emotional sensitivity of the provider was associated with several other important outcomes. Implications are discussed.
Julie Owens, Ph.D. (Advisor)
Steven Evans, Ph.D. (Committee Member)
Christine Gidycz, Ph.D. (Committee Member)
Julie Suhr, Ph.D. (Committee Member)
Joann Benigno, Ph.D. (Committee Member)
103 p.
Clinical Psychology; Developmental Psychology; Educational Psychology; Psychological Tests; Psychology; Psychotherapy; Special Education; Speech Therapy
developmental disorders; autism; autism spectrum disorder; adherence; recommendations; treatment; parents; assessment; diagnostic; satisfaction; perceptions; consumer; feedback; barriers

Recommended Citations

Citations

  • Storer, J. L. (2014). Perceptions of Diagnostic Assessment and Feedback, and Response to Treatment Recommendations among Parents of Children Newly Diagnosed with Developmental Disorders [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417089311

    APA Style (7th edition)

  • Storer, Jennifer. Perceptions of Diagnostic Assessment and Feedback, and Response to Treatment Recommendations among Parents of Children Newly Diagnosed with Developmental Disorders. 2014. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417089311.

    MLA Style (8th edition)

  • Storer, Jennifer. "Perceptions of Diagnostic Assessment and Feedback, and Response to Treatment Recommendations among Parents of Children Newly Diagnosed with Developmental Disorders." Doctoral dissertation, Ohio University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1417089311

    Chicago Manual of Style (17th edition)

ohiou1417089311
589
© 2014, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.