A Systematic Review of Factors Relating to Parental Satisfaction with the Diagnostic Process for Autism Spectrum Disorde
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REVIEW PAPER
A Systematic Review of Factors Relating to Parental Satisfaction with the Diagnostic Process for Autism Spectrum Disorder Adam W. McCrimmon 1
&
Shawna M. Gray 1
Received: 4 July 2019 / Accepted: 5 October 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Diagnostic assessment for autism spectrum disorder (ASD) is a complex and often stressful process for parents. This systematic review synthesized results of 26 articles that reported on factors related to parental (dis)satisfaction with the diagnostic process for ASD. The results are described in terms of factors related to satisfaction and those related to dissatisfaction (with some overlap between these), in the context of temporality within the diagnostic process. Subsequently, factors are described in terms of those that can be directly influenced by clinicians and those that are outside of direct clinician control. Implications of the findings and directions for future research are provided. Keywords Autism spectrum disorder . Diagnosis . Parents . Satisfaction
Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder whose prevalence has increased dramatically over the past several decades (Baio et al., 2018). In alignment with this increase, research efforts have targeted effective assessment processes and related clinical activities to identify individuals with ASD. This paper will systematically review literature pertaining to an essential assessment-related consideration—the diagnostic assessment process and factors related to parental (dis)satisfaction with it. This topic has been explored by many researchers; however, the information arising from these studies has yet to be formally reviewed and synthesized for the benefit of clinicians and researchers. We begin by providing a brief description of ASD and an overview of common assessment approaches. We then report on literature pertaining to parental (dis)satisfaction with the assessment process and conclude with implications for clinical practice and suggestions for further research.
* Adam W. McCrimmon [email protected] 1
Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
ASD Assessment ASD is a pervasive (i.e., lifelong) neurodevelopmental disorder characterized by impairment of socio-communicative functioning in conjunction with restricted and/or repetitive patterns of behaviours, activities, or interests as described in the current Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychological Association [APA], 2013). Affected individuals experience qualitative impairment of social reciprocity, nonverbal communication, and peer relationships in addition to the demonstration of stereotyped or repetitive speech, motor movements, or use of objects, insistence on sameness or adherence to routines/rituals, fixated interests, and/or sensory interests or sensitivities. There is heterogeneity in phenotypic expression of these behavioural symptoms with varying severity and
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