Department of Specific Didactics and Methods of Research and Diagnosis in Education, Faculty of Science Education, Campus of Elviña, University of Coruña, Spain.
Department of Evolutive and Education Psychology, Faculty of Teachers Training, Campus of Lugo-University of Santiago de Compostela, Spain.
Res Dev Disabil. 2022 May;124:104211. doi: 10.1016/j.ridd.2022.104211. Epub 2022 Mar 14.
Families of children with autism spectrum disorders (ASD) face ongoing challenges that can affect their family life. Helping those families cope with the impact of ASD and promote more positive family and child outcomes requires research to better understand the differential aspects of quality of life for those families.
This article examined the quality of life of 77 families (n = 45 families with children with ASD aged 0-12 years old, and n = 32 families with other developmental disabilities).
The Family Quality of Life Scale (FQOL) was applied.
The relationships between importance and satisfaction were analyzed, contrasting differences between families, and studying the influence of age. Results show the presence of common needs, as the higher ratings in importance versus satisfaction evidenced, but also specific and more evident needs in families of children with ASD, motivated by the differential characteristics of the disorder and their environment. Age was relevant to focus support on priority areas.
The need to adapt to family individualities to promote their quality of life was concluded.
Those findings reinforce the importance of bringing together theoretical knowledge and evaluation of professional practice as a framework for converting the latter into good practices and quality actions.
自闭症谱系障碍（ASD）儿童的家庭面临持续的挑战，这可能会影响他们的家庭生活。帮助这些家庭应对 ASD 的影响，促进更积极的家庭和儿童结果，需要研究来更好地理解这些家庭生活质量的不同方面。
本文研究了 77 个家庭（n=45 个有 0-12 岁 ASD 儿童的家庭和 n=32 个有其他发育障碍的家庭）的生活质量。
使用了家庭生活质量量表（FQOL）。
分析了重要性和满意度之间的关系，对比了家庭之间的差异，并研究了年龄的影响。结果表明存在共同的需求，因为重要性相对于满意度的评分较高证明了这一点，但 ASD 儿童的家庭也存在特定的、更明显的需求，这是由该障碍及其环境的差异特征引起的。年龄与关注重点领域的支持有关。
需要适应家庭的个体差异，以促进他们的生活质量。
这些发现强调了将理论知识与专业实践评估相结合作为将后者转化为良好实践和优质行动的框架的重要性。
