The Power of Positivity: Predictors of Relationship Satisfaction for Parents of Children with Autism Spectrum Disorder

The current study uses the actor-partner interdependence model to examine the predictors of relationship satisfaction for mothers and fathers of children with autism spectrum disorder. Sixty-seven couples completed measures of optimism, benefit finding, coping strategies, social support, and relatio...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2015-07, Vol.45 (7), p.1997-2007
Main Authors: Ekas, Naomi V., Timmons, Lisa, Pruitt, Megan, Ghilain, Christine, Alessandri, Michael
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Adult
Analysis
Autism
Autism Spectrum Disorder - psychology
Behavior Problems
Behavioral Science and Psychology
Care and treatment
Child
Child and School Psychology
Children
Complications and side effects
Coping
Data Analysis
Family Relations - psychology
Female
Humans
Interpersonal Relationship
Intervention
Male
Measures (Individuals)
Mental health
Neurosciences
Optimism
Original Paper
Parent Attitudes
Parent Child Relationship
Parents
Parents - psychology
Pediatrics
Pervasive Developmental Disorders
Positive Attitudes
Predictor Variables
Psychology
Public Health
Social Support
Social Support Groups
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Summary:The current study uses the actor-partner interdependence model to examine the predictors of relationship satisfaction for mothers and fathers of children with autism spectrum disorder. Sixty-seven couples completed measures of optimism, benefit finding, coping strategies, social support, and relationship satisfaction. Results indicated that parent’s positive strengths predicted better personal relationship satisfaction. Moreover, parents’ benefit finding, use of emotional support, and perceived social support from their partner also predicted their partner’s relationship satisfaction. The results of this study highlight the importance of focusing on positive factors that can enhance relationship quality. Implications for the development of parent-focused interventions are discussed.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-015-2362-4