Throughout my career, I’ve spoken with many parents who, after learning their child has ASD, find themselves under great pressure and often surrounded by a range of negative emotions. Many struggle with questions like, “Why my child?” “Did I do something wrong?” “Will my child have a meaningful future?” “Could this diagnosis be a mistake?” Some even reflect, “I was a bit different as a child and turned out fine—might my child as well?” These emotions and thoughts may persist for weeks, months, or even years. A question that frequently emerges, especially for mothers, is: “Should I quit my job to stay home and support my child’s intervention?”
In a groundbreaking study in 1973, Dr. Ivar Lovaas, mentor to AP’s founders, highlighted the critical impact of parental involvement in ASD early intervention. The study examined two groups of children: one with parents actively participating in the intervention process, and the other without such involvement. Results revealed that children whose parents were engaged continued to make progress even after the intervention ended, while those without parental involvement experienced regression.
In this study, the involvement of parents proved crucial. Through specialized training, parents gained the skills needed to help their children achieve significant progress. As a result, many of these children developed strong communication abilities, built meaningful friendships, and, most importantly, went on to lead fulfilling, high-quality lives.
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50 years later, AP continues to believe that parental involvement is crucial in the autism intervention process. However, our experience has shown that parents should maintain their primary role as caregivers, rather than adopting the role of a therapist. Therapists work with objective goals and a certain level of detachment, while parents provide the foundation of unconditional love and acceptance.
That said, parents have a vital role in supporting their child with ASD throughout the intervention process. Their main responsibility is to learn how to provide effective support at each stage. This includes understanding the core principles of autism intervention, recognizing that behavior is learned through experience, and identifying the underlying causes of their child’s meltdowns, selective listening, or picky eating. Although these behaviors may serve some adaptive purpose, children can be taught more constructive ways to communicate and manage challenges. When parents gain a clear understanding of their child’s needs and feel confident in how to respond, therapists can work with them to reinforce these strategies, leading to smoother and more positive family dynamics.
The decision of whether a mother should leave her job to support her child’s intervention is deeply personal, shaped by both external circumstances and individual factors. However, the key to fostering a child’s growth is not just the amount of time parents spend with their child, but also the continuous guidance and support they receive from a clinical team. This ongoing support enables parents to gain a deeper understanding of their child’s needs, learn effective strategies, and apply them in ways that enhance the well-being of the whole family.
An Intensive early intervention program is one of the keys in achieving the best possible outcomes for children with ASD. However, the term “intensive” can be ambiguous. What is the meaning of the term “intensive”? How much time is required for an intervention program to be considered truly intensive and maximally effective? Is 3 hours per day or 15 hours per week a sufficient amount of dedicated, high-quality intervention time?
On November 22, Dr. David Fischer, an AP consultant, will share insights on the critical importance of intensive intervention for children with ASD on AP’s YouTube channel. He will also discuss the relationship between the level of intervention intensity and the best possible outcomes for these children.
Contact Number: (02) 86553094, 0998 9974171, 0917 6552552, or 0917 5046465
Email Address: workshop@autismpartnershipph.com
Ed.D, M.S.ABA, BCBA, Training Director
Dr. Raymond Fung holds a Doctor of Education from the University of Bristol, a Master of Science in Applied Behavior Analysis from St. Cloud State University. His doctoral thesis explored Progressive ABA, Autism and Technology. He is a Board Certified Behavior Analyst (BCBA) who has been teaching individuals with autism and training professionals for over 20 years.
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