Román-Oyola Rosa, Figueroa-Feliciano Verónica, Torres-Martínez Yoliannie, Torres-Vélez Jorge, Encarnación-Pizarro Keyshla, Fragoso-Pagán Samariz, Torres-Colón Luis
University of Puerto Rico, Medical Sciences Campus, School of Health Professions, Occupational Therapy Program, PO Box 365067, San Juan, PR 00936-5067, USA.
Occup Ther Int. 2018 Oct 1;2018:4636780. doi: 10.1155/2018/4636780. eCollection 2018.
Play serves as an essential medium for parent-child interaction; however, engaging children with ASD through play can be a challenge for parents.
The purpose of this phenomenological study was to explore the perspectives of parents with children on the autism spectrum regarding play experiences and self-efficacy during play encounters.
Semistructured interviews were administered to 8 parents of children 3-7 years of age with ASD. The analysis was guided by the constant comparison method.
Parental narratives denoted playful experiences reflecting components of Skard and Bundy's model of playfulness. The facilitation of framing and suspension of reality were generally more challenging than facilitating intrinsic motivation and internal control. Participants associated self-efficacy during play with their perceived ability to interact with their child and with positive emotions experienced during play. Fathers generally derived a greater sense of self-efficacy from play encounters than mothers, and this was explained by differences in fathers' and mothers' motivations for playing. Mothers were motivated to play for outcome-oriented reasons (e.g., promote the child's progress) whereas fathers' motivations depicted greater emotional emphasis, reflecting a better match between motivation and perceived indicators of efficacy during play.
The results suggest that a good match between motivation for playing and perceived indicators of efficacy during play is important for a parental sense of self-efficacy. Occupational therapists should utilize coaching strategies to increase parents' understanding of play and playfulness and how they can affect a sense of parental self-efficacy.
玩耍是亲子互动的重要媒介；然而，通过玩耍让患有自闭症谱系障碍（ASD）的儿童参与其中，对家长来说可能是一项挑战。
这项现象学研究的目的是探讨自闭症谱系儿童的家长对于玩耍经历以及玩耍过程中的自我效能感的看法。
对8名3至7岁患有ASD儿童的家长进行了半结构化访谈。分析采用持续比较法。
家长的叙述表明玩耍经历反映了斯卡德和邦迪的玩耍模型的组成部分。促进对现实的构建和悬置通常比促进内在动机和内部控制更具挑战性。参与者将玩耍过程中的自我效能感与他们与孩子互动的感知能力以及玩耍过程中体验到的积极情绪联系起来。父亲通常比母亲从玩耍互动中获得更强的自我效能感，这可以通过父亲和母亲玩耍动机的差异来解释。母亲玩耍的动机是出于以结果为导向的原因（例如，促进孩子的进步），而父亲的动机则更强调情感，这反映出在玩耍过程中动机与感知到的效能指标之间有更好的匹配。
结果表明，玩耍动机与玩耍过程中感知到的效能指标之间的良好匹配对于家长的自我效能感很重要。职业治疗师应采用指导策略，以增进家长对玩耍和趣味性的理解，以及它们如何影响家长的自我效能感。
