Date of Conferral
10-26-2025
Degree
Ph.D.
School
Psychology
Advisor
Sandra Street
Abstract
The social-emotional development of autistic toddlers is a critical area of concern for parents and early childhood professionals. Parents need to understand how early intervention programs influence this development, as it can significantly impact long-term outcomes for children with autism. Grounded in the DIR (Developmental, Individual-differences, Relationship-based) theory by S. I. Greenspan and S. Wieder, the purpose of this basic qualitative study was to explore the experiences parents had with their autistic toddlers’ social-emotional development after completing an early intervention program. The participants comprised of eight parents whose toddlers completed an early intervention program and were later diagnosed with autism. Data were collected through semi-structured interviews and analyzed using thematic analysis. Five themes emerged: parents’ understanding of social-emotional development, the impact of early intervention on parent and child, access to services, challenges with service referrals, and barriers to continued support. Parents reported positive experiences and increased confidence in supporting their child’s development. These findings can inform early intervention practices by emphasizing the importance of social-emotional skill-building and encouraging earlier referrals. The study supports positive social change by equipping health educators and service providers with insights to better support families of children with autism.
Recommended Citation
Bayer, Veronica, "Parents’ Experiences With the Social-Emotional Development of Toddlers With a Diagnosis of Autism Spectrum Disorder After Completing Early Intervention" (2025). Walden Dissertations and Doctoral Studies. 18571.
https://scholarworks.waldenu.edu/dissertations/18571
