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A Multidisciplinary Team versus Single Practitioners: Parental Satisfaction and Wait in the Autism Spectrum Disorder Diagnostic Experience
No full textThis is a mixed-methods study investigating parental satisfaction and wait times as parents
inquire about an autism spectrum disorder diagnosis for their child in a Northern Ontario
community. Satisfaction and wait times of those diagnosed with an autism spectrum disorder
(ASD) by a single practitioner were compared to satisfaction and wait times of those
diagnosed by the multidisciplinary assessment team in the Sudbury/Manitoulin region (the
Autism Diagnostic Team; ADT). No significant differences were noted between groups on
satisfaction or wait times. However, ADT group received much more consistent service, with
less variation in wait times between clients, and more consistent provision of comprehensive
services prior to the diagnostic meeting. Points of interest are noted for practitioners
including increased wait times for parents of children with milder forms of ASD and for girls.
No differences in wait time or satisfaction were noted between language groups. Content
analysis of the qualitative interviews representing mainly single practitioners saw the
emergence of themes including difficulty activating the assessment process, concerns
regarding the wait, and appointment demands. The importance of professional expertise,
empathy, and respectful communication also emerged. Parents felt the experience was
deeply distressing and they often experienced abandonment following the diagnostic process.
Additionally, parents whose children did not receive a diagnosis often felt confusion about
what to do next. Reducing wait times, increasing professional expertise, completing
comprehensive assessments, and using truly interdisciplinary teams should continue to be the
focus of service improvements that may translate into improved satisfaction
The experiences of parents with children in elementary english programs and french immersion programs JK-G2
No full textThis study examined the experiences of parents who enrolled their children in the English or French immersion program. Participants included parents of children in junior kindergarten, senior kindergarten and Grade 2. The primary method of data collection was parental interview. Questionnaires were also administered to parents with children in Grade 2. The results indicated that parents have different considerations when deciding to enroll their children in French immersion or English. Among parents with children in French immersion there was a trend of differential literacy practices and self-efficacy regarding homework support based on parental comfort in using the French language. Overall, the results indicate that parents desire more ease of access to information pertaining to enrollment and French immersion parents desire more easily accessible resources to support their children in homework
