ABSTRACT

This qualitative study examined the relationship dynamics of six grandparents with their

grandchildren diagnosed with Autism Spectrum disorder (ASD). The relationships were

examined in the context of shared technological activities (using Google SketchUp

software) in structured workshops at a university setting. Content analysis of transcribed

focus group sessions with the grandparents indicated two emergent key themes:

expectations were reframed and communication bridges were built through shared

interests. The grandchildren learned technological skills, and the positive experience the

grandparents perceived their grandchildren to have had in the program gave them hope for

future educational and employment opportunities for these grandchildren. The grandparents

also indicated that the shared interests in the computer program augmented communication

opportunities between themselves and their grandchildren, amongst the participating

children, and between themselves and other grandparents of grandchildren with ASD.

INTRODUCTION

We were interested in whether relationships between grandparents and their grandchildren

with ASD benefitted when interacting with computer programs and software. Specifically,

we examined whether technologies helped to facilitate the emotional and instrumental

support for children with ASD from their grandparents and whether the computer

technologies that children with ASD used helped to facilitate social interactions in the

intergenerational context?

 

RESULTS

Key Theme 1: Reframed Expectations Key Theme 2: Building Communication

Emerged from four strong recurrent concepts Bridges Through Shared Interests

expressed by the grandparents Recognized from two concepts

References:

Wright, C., Diener, M.L., Dunn, L., Wright, S.D., Linnell, L., Newbold, K., D’Astous, V., & Rafferty, D. (2011). Sketch Up: A technology tool to facilitate intergenerational family relationships for children with autism spectrum disorders (ASD). Family & Consumer Sciences Research Journal, 40: 135-149.

Hillman, J. (2007). Grandparents of children with autism: A review with recommendations for education, practice and policy. Educational Gerontology, 33: 513-527.

Lee, M. and Gardner, J.E. (2010). Grandparents’ involvement and support in families with children with disabilities. Educational Gerontology, 36: 467-499.

Contact Information:istar.utah.edu

valerie.dastous@fcs.utah.edu

CONCLUSIONS

Technology, such as the SketchUp program may provide a unique

pathway to enhancing intergenerational relationships and

communication.

Grandchildren with ASD may feel a sense of confidence and

mastery in explaining and sharing their technological skills with their

grandparents.

Further research may verify how self-assurance could be

transferred to other areas of the child’s social life.

 

DISCUSSION

Many children with ASD excel at visual spatial skills, thus the 3D

computer program, Sketch Up, played to this strength. The workshops

also encouraged social interaction around a common interest and

encouraged family participation. These grandparents perceived their

grandchildren with ASD experienced greater self-confidence, and

enhanced communication and social interactions through participation

in this Sketch Up program and the technological skills it afforded them.

Interacting with grandchildren with ASD through the medium in which

they are comfortable and confident could increase communication,

broaden social interaction and build closer intergenerational bonds.

Focusing on grandchildren’s strengths and not their weaknesses

provided these grandparents a more positive future vision for their

grandchildren with ASD.

 

Grandparents of Grandchildren with Autism Spectrum Disorder (ASD):Strengthening Relationships through Technology Activities

Valerie A. D’Astous. M.S., Scott D. Wright, Ph.D., Cheryl A. Wright, Ph.D., Marissa L. Diener, Ph.D.Center on Aging Research Retreat- February, 2012

METHODS Convenience sample of six grandparents (2 grandfathers and 4 grandmothers) whose grandchildren with ASD were participating

in an innovative computer program, Sketch Up at the University.

Participatory action research (PAR) approach was used; grandparent questions helped direct the context of focus groups & they

validated the findings of data analysis

Two focus groups with grandparents were videotaped and transcribed.

Data was read and re-read to identify common concepts by team members.

Concepts were summarized and synthesized into key themes.

“They [his parents] have tried everything and he just decides it’s not for him,”“Having friends has always been a little ‘iffy’. “They all seem to gravitate to this medium [computers].”“This program has evidently been something that he [her grandson] has really taken to and I think that it has given him a great deal of esteem.”

“So if anything, I am trying to get better at the computer at his request [Her grandson with ASD]”.“In fact we [grandmother and grandson] emailed Steve [program moderator] a couple of times, ‘now how do you do this’ and he emailed us right back with instructions.” Meeting other grandparents with grandchildren with ASD was comforting and reassuring, as stated by a grandfather, “I completely understand what they are talking about”.