DirectionsRefer to your potential dissertation topic from your

Directions:
Refer to your potential dissertation topic from your submission
of "Dissertation Development" in RES-820. For this assignment,
you must use a qualitative methodology.
Review your submission of "Quantitative Analysis and
Argumentation" in Topic 4 of this course and any feedback from
your instructor on that assignment. Update the following as
needed, and transfer the updated information to the presentation
template "RES-831 Qualitative Study Defense" attached to this
assignment:
1. Potential Research Topic
1. Background to the Problem
1. Problem Space
1. Theoretical Foundation
1. Initial Literature Review
Continuing in the presentation template "RES-831 Qualitative
Study Defense," complete the template slides to prepare a
presentation to describe and defend your choices of the
following as a qualitative study:
1. Problem Statement
1. Research Questions and Phenomena
1. Study Methodology
1. Study Feasibility
Your choices must be defended with relevant current research
Rewatch the same Patient Interview. This time, you will focus
on writing the diagnosis and differential discussion. The
discussion should include the following sections:
· A summary of findings
· Psychodynamic formulation
· Primary diagnosis with ICD code
· Prognosis
· Plan including medications, labs, therapy, patient education,
follow up, non-pharmacological treatments

An example is outlined on page 24 of Kaplan & Sadock’s
Synopsis of Psychiatry textbook.
Rubric
Psychiatric Report: Impression: Diagnosis/Differentials
Psychiatric Report: Impression: Diagnosis/Differentials
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeAssessment &
Diagnoses
15 pts
Proficient
Identifies the most appropriate primary diagnosis and ICD code
for the patient presented in the scenario. Identifies all additional
psychiatric and medical diagnoses presented in the scenario.
11.25 pts
Acceptable
The primary diagnosis and ICD code identified is similar to the
most appropriate diagnosis. At least one additional psychiatric
and medical diagnosis presented in the scenario was identified.
7.5 pts
Needs Improvement
The primary diagnosis and ICD code identified is vague or not
similar to the most appropriate diagnosis. The additional
psychiatric and medical diagnosis presented in the scenari o was
not correct.
3.75 pts
Unsatisfactory
The primary diagnosis and ICD code identified is not correct for
the patient presented in the scenario. No additional psychiatric
or medical diagnoses presented in the scenario were identified.
0 pts
Missing
No primary diagnoses, ICD code, secondary, or medical
diagnoses were given.

15 pts
This criterion is linked to a Learning OutcomeDifferential
Diagnoses
15 pts
Proficient
Identifies at least 2 appropriate differential diagnoses for the
patient presented in the scenario.
11.25 pts
Acceptable
Identifies at least 1 appropriate differential diagnosis for the
patient presented in the scenario.
7.5 pts
Needs Improvement
Identifies at least 1 differential diagnosis that is not clearly
related to the patient presented in the scenario.
3.75 pts
Unsatisfactory
The differential diagnosis presented is incorrect or is unrelated
to the patient presented in the scenario.
0 pts
Missing
Does not provide differential diagnoses.
15 pts
This criterion is linked to a Learning OutcomeImpression
20 pts
Proficient
Provides a concise discussion of the of the diagnosis and
supporting evidence. The differential diagnoses are presented.
The treatment plan is logically presented.
15 pts
Acceptable
Provides a discussion of the of the diagnosis with some
supporting evidence. The differential diagnoses may be
presented. The treatment plan is briefly presented.
10 pts

Needs Improvement
The discussion of the diagnosis may be vague or lack supporting
evidence. The differential diagnoses may not be presented. The
treatment plan is not clearly presented.
5 pts
Unsatisfactory
The discussion of the diagnosis is unclear and lacks supporting
evidence. The differential diagnoses are not presented. The
treatment plan is incorrect and is not clearly presented.
0 pts
Missing
No impression provided .
20 pts
This criterion is linked to a Learning OutcomePlan- Medications
& Labs
20 pts
Proficient
Describes a detailed plan for medications and laboratory orders
that are clearly related to the primary diagnosis. The
medications include all prescribing details.
15 pts
Acceptable
Describes a detailed plan for medications and laboratory orders.
There may be areas that are vague or not clearly relevant to the
primary diagnosis.
10 pts
Needs Improvement
Describes a general plan for medications and laboratory orders.
There are several key missing details or items not relevant to
the primary diagnosis.
5 pts
Unsatisfactory
Describes a general plan for medications and laboratory orders
that is incorrect for the primary diagnosis.
0 pts

Missing
No medications and laboratory provided.
20 pts
This criterion is linked to a Learning OutcomePlan- Therapy,
Education, Follow up, Non- Pharmacological
20 pts
Proficient
Provides an individualized plan that addresses all sections with
evidence-based interventions for the identified primary
diagnosis: therapy, education, follow up/ referrals, and non-
pharmacologic interventions.
15 pts
Acceptable
Most sections of the plan are addressed.
10 pts
Needs Improvement
Some sections of the plan are addressed.
5 pts
Unsatisfactory
Most sections of the plan are not addressed.
0 pts
Missing
No therapy, education, follow up/ referrals, and non-
pharmacologic interventions are provided.
20 pts
This criterion is linked to a Learning OutcomeOrganization
5 pts
Proficient
All data and information is placed in the correct section of the
note. The note is well organized and clear.
3.75 pts
Acceptable
Minor mistakes in placement of information and data. The note
is mostly organized and clear.

2.5 pts
Needs Improvement
Several mistakes in placement of information and data that
impact the organization and clarity of the note.
1.25 pts
Unsatisfactory
Numerous mistakes in placement of information. The note is not
well organized and is difficult to understand.
0 pts
Missing
Information unreadable, multiple mistakes in organization of
data, information is unclear.
5 pts
This criterion is linked to a Learning OutcomeTerminology
5 pts
Proficient
Appropriate use of medical terminology. No grammar/ spelling
mistakes.
3.75 pts
Acceptable
Minor mistakes with terminology, spelling or grammar.
2.5 pts
Needs Improvement
Several mistakes with terminology, spelling or grammar.
1.25 pts
Unsatisfactory
Frequent mistakes with terminology, spelling or grammar that
impact the reader’s ability to understand the note.
0 pts
Missing
Information is unreadable, multiple mistakes, and the
information is unclear.
5 pts
Total Points: 100

IV. Summary of Findings
Summarize mental symptoms, medical and laboratory findings,
and psychological and neurologic test results, if available;
include medications patient has been taking, dosage, duration.
Clarity of thinking is reflected in clarity of writing. When
summarizing the mental status (e.g., the phrase “Patient denies
hallucinations and delusions” is not as precise as “Patient
denies hearing voices or thinking that he is being followed.”).
The latter indicates the specific question asked and the specific
response given. Similarly, in the conclusion of the report one
would write “Hallucinations and delusions were not elicited.”
V. Diagnosis
Diagnostic classification is made according to DSM-5. The
diagnostic numerical code should be used from DSM-5 or ICD-
10. It might be prudent to use both codes to cover current and
future regulatory guidelines.
VI. Prognosis
Opinion about the probable future course, extent, and outcome
of the disorder; good and bad prognostic factors; specific goals
of therapy
VII. Psychodynamic Formulation
Causes of the patient’s psychodynamic breakdown—influences
in the patient’s life that contributed to present disorder;
environmental, genetic, and personality factors relevant to
determining patient’s symptoms; primary and secondary gains;
outline of the major defense mechanism used by the patient

VIII. Comprehensive Treatment Plan
Modalities of treatment recommended, role of medication,
inpatient or outpatient treatment, frequency of sessions,
probable duration of therapy; type of psychotherapy; individual,
group, or family therapy; symptoms or problems to be treated.
Initially, treatment must be directed toward any life-threatening
situations such as suicidal risk or risk of danger to others that
require psychiatric hospitalization. Danger to self or others is
an acceptable reason (both legally and medically) for
involuntary hospitalization. In the absence of the need for
confinement, a variety of outpatient treatment alternatives are
available: day hospitals, supervised residences, outpatient
psychotherapy or pharmacotherapy, among others. In some
cases, treatment planning must attend to vocational and
psychosocial skills training and even legal or forensic issues.
Comprehensive treatment planning requires a therapeutic team
approach using the skills of psychologists, social workers,
nurses, activity and occupational therapists, and a variety of
other mental health professionals, with referral to self-help
groups (e.g., Alcoholics Anonymous [AA]) if needed. If either
the patient or family members are unwilling to accept the
recommendations of treatment and the clinician thinks that the
refusal of the recommendations may have serious consequences,
the patient, parent, or guardian should sign a statement to the
effect that the recommended treatment was refused.
1
INITIAL EVALUATION NOTE PART 2: MENTAL STATUS
EXAM (MSE)

Initial Evaluation Note Part 2: Mental Status Exam (MSE)
Heidy Canavaciolo
West Coast University
NURS 686
Dr. Vardah Seraphin
May 29, 2022
Initial Evaluation Note Part 2: Mental Status Exam (MSE)
Appearance:
Gender: Female
Marital status: Married
Occupation: Bachelor’s in art history and worked at the museum
Language: English
Birth place: United States
Race / ethnicity: American
Religion: None
Source: Patient
Well dressed and good hygiene noticed
Cooperative, attentive, engaged, frank and appropriate eye
contact
Normal motor with no psychomotor retardation/agitation noted
Speech:
Fluent, coherent, normal tone, rate and volume.
Patient noticed to become emotional at times during interview
Mood and affect:
Lack of motivation

Emotional
Feelings of overwhelmed and guilt noticed
Thinking and perception:
Patient answers spontaneously when questions asked.
Answers are relevant and logical
Patient speech is clear and coherent
Cognition is intact
Thought of suicidal attempt with son last hospitalization
because feeling of guilt “I thought about taking pills. I was in a
really bad place that day”
Impulse Control: Low
No hallucinations or illusions expressed.
Patient denies hearing voices or having visions
Sensorium:
Patient is awake, alert and oriented to time, place and person.
Some level of fatigue noticed in the patient
Current and remote memories are intact
Level of education: Bachelor’s in art history. Patient is
currently unemployed.
Abstract thinking: Intact
Insight:
Patient recognized the need for professional help due to
worsening of symptoms. Patient express concern about the way
she is feeling currently.
Judgment:
This patient noticed to start feeling depressed four months ago
claiming that this years has been really stressful since her
mother passed aways, she lost her job and her son, that is a
special needs one, has been sick. Furthermore, patient had
thoughts of suicidal attempt when her son was last hospitalized
due to feelings of guilt “I thought about taking pills. I was in a
really bad place that day” . After this episode, the patient

realized that she needed to get professional help realizing that
her depression was getting worse. Judgment refers to the ability
to interpret one's environment and situation correctly and to
make appropriate decisions and appropriately act on them in
social situations. With that said, we can reach to the conclusion
that patient’s judgment is a clear one at this moment since she
knew it was time for her to get help.
1
INITIAL EVALUATION NOTE PART 1: HISTORY OF
PRESENT ILLNESS (HPI)
Initial Evaluation Note Part 1: History of Present Illness (HPI)
Heidy Canavaciolo
West Coast University
NURS 686
Dr. Vardah Seraphin
May 22, 2022
Initial Evaluation Note Part 1: History of Present Illness (HPI)
Identification:
Gender: Female
Marital status: Married
Occupation: Bachelor’s in art history and worked at the museum
Language: English

Birth place: United States
Race / ethnicity: American
Religion: None
Source: Patient
Chief Complaint
“I have been feeling really down and I’m crying over
everything”, “I feel like I cry over every little thing”
History of Present Illness
Patient started feeling depressed for the past four months and
she feel that this has been the worse year ever. She was recently
laid off and her mother passed away and she had to identify her
body which she explained was a very traumatic experience.
Patient has a special needs son who have been in the hospital
for a week now. Patient’s son is autistic and had epilepsy.
Because of this patient is always anxious waiting for the next
crisis or hospitalization. Due to the current condition, patient
feel like she sleeps all the time and despite this she is always
tired. Patient stated “I just can’t seem to even start doing
anything. Dishes are piling up in the laundry needs to be done”.
She expressed that since she is not working now, there
shouldn’t be any reason for not doing house shores; however,
she just feel like sitting around doing nothing. Furthermore,
patient feels a combination of lack of motivation with feeling
overwhelmed and guilty. During patient’s son last
hospitalization, patient expressed to have suicidal thoughts
because believed that her son got sick due to her given him the
wrong medication, which was not the case. Even though,
husband was really supportive at during that time, it made her
realized that the depression was getting worse and she needed
help.
Past Psychiatric and Medical History

Patient had symptoms like the ones presented and at that time
she was diagnosed with depression. Furthermore, she had
postpartum depression after her son was born; however, she has
been able to manage with everything else after that. On the
other hand, she noticed that lately everything has been building
up and she is having a hard time copying with everything.
Patient claims that when she was diagnosed with depression, she
was prescribed Paxil and she was seeing a therapist for about a
year. Patient denies any hospitalization due to depression.
Patient claims that treatment with Paxil and the therapy helped
her to gradually start getting better and learned how to handle
the stress of being a mother of a special needs child.
Patient only medical history is high blood pressure which is
being controlled with lisinopril and had only one surgery which
was the cesarean section with her son. Patient denies any
allergies to food or medications
Past and current medications
Paxil
Lisinopril
Family History
Mother had history of depression and she had a treatment
Patient doesn’t recall medication her mother was taking.
Substance Use/Abuse/ Addiction
Patient drink and use marijuana edible, but denies the use of
any other drugs or smoking cigarettes
Developmental & Social History

Patient was born and raised by both parents and has a brother
that two years younger than her. Patient described her parents
always being loving and every time she will get into trouble her
parents would ground her. Patient denies any spanking or abuse
from her parents. In school age she denies any bullying and she
claims to be star student. She had lots of friends and in school
she was really active in sports. Patient denies any legal
problems.
Patient have been married for ten years and has been her only
marriage. Husband is a teacher and is good support for her and
the family. Patient denies attending any support groups.
Furthermore, she claims to have a few friend at the moment;
however, having a special care child is keeping her really busy.
Review of Systems
Patient denies any allergies to food or medications
No muscle pain or joint pain
No problem with balance
No pain in your neck, no Stiffness
No numbness or tingling
Poor appetite
Patient denies any weight loss
No headaches or seizures
No vison or hearing problems
No problem with smell or taste
No sore throat
No thyroid problems
No difficulty of breathing, chest pain or discomfort
No Cough, no Sputum
No nausea or vomiting
No constipation or diarrhea
No urination problems
No rashes
No bleeding problems or bruising noted

Appearance: Good hygiene, well dressed
Patient is awake and alert
Behavior: Cooperative, engaged, appropriate eye contact
Motor: Normal with no psychomotor retardation/agitation noted
Speech: Fluent, coherent, normal tone, rate and volume.
Mood: Lack of motivation, feeling of overwhelmed and guilt
Affect: Feelings of guilt
Thought content: Thought of suicidal attempt with son last
hospitalization because feeling of guilt “I thought about taking
pills. I was in a really bad place that day”
Cognition: Intact
Insight/Judgment: Full/Good
Impulse Control: Low
Summary of Findings
Patient in question is a female that presents with clinical
finding of feeling really down and crying over everything.
Patient started feeling depressed four months ago claiming that
this years has been really stressful since her mother passed
aways, she lost her job and her son, that is a special needs one,
has been sick. Looking at all these happenings we have to
remember that life events play a major role in the development
of the perception and behavior of individuals. Furthermore,
patient in question have a psychiatric history where medication
was prescribed. Family history includes mother diagnosed with
psychiatric illness and with treatment as well. What’s more,
patient had thought of suicidal attempt with son last
hospitalization because feeling of guilt “I thought about taking
pills. I was in a really bad place that day”. According to
American Psychiatric Association, depression is a serious yet
treatable mental illness that has an adverse influence on the
actions and perceptions of individuals (Vaezi et al., 2019).
Feelings of sadness and the lack of interest in different
activities are the products of depression, along with causing
numerous other physical and emotional challenges (Vaezi et al.,

2019).
Reference
Vaezi, A. et al. (2019) ‘The association between social support
and postpartum depression in women: A cross sectional study’,
Women and Birth, 32(2), pp. e238–e242.
Instructions for Learners
Use this template for a Qualitative study.
This is a working document. You will start this document in
RES-831 and update it through your upcoming residency
courses RSD-851 and 881, subsequent research courses and
potentially in your first two dissertation classes.
Requirements, hints, and alignment notes are found in the Notes
section.
To view notes, click the “View” tab at the top of the application
and select “notes.”
Hint: You may need to expand the notes section in order to see
all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab
at the top of the application and select “Show Comments.”
CONFIDENTIAL
GCU – For Internal Use Only
Instructions for Faculty
Written feedback is to be provided via bubble comments.
Comments can be created by holding Ctrl+M (for PC) or
Command+Shift+M (Mac) on your keyboard, or via the Review
tab.
To access the Comment pane, click the “review” tab and select
“Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the
slide requirements.
See the supplementary faculty job aid materials for grading and

other resources.
CONFIDENTIAL
RES 831 Slides - Instructions
Complete the slides under the RES 831 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature
Problem Statement
Research Questions/Phenomena
Methodology
Feasibility
Note: This template format is a similar format used for your
first residency RSD 851 and in subsequent research and
residency courses. You will continuously use and update this
document as you move through your research and residency
courses.
CONFIDENTIAL
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
CONFIDENTIAL

4
Literature Review: Background to the Problem
10/9/2019
CONFIDENTIAL
Objective:
The outline on this slide is used in the Prospectus to develop the
Background of the Study in Chapter 1 and the Background of
the Problem Space in Chapter 2.
Slide Requirements:
Use either a bulleted format or table format
Describe what is already understood about the problem.
Present findings from prior research related to the history of the
problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
10/9/2019
CONFIDENTIAL

Objective:
This slide is used to develop the Problem Space section in
Chapter 2. The outline on this slide is used in the Prospectus to
develop the Background of the Study in Chapter 1 and the
Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related
to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding
the problem space through a combination of arguments:
Professional and/or broader societal need identified in the
literature
Directions for future research based on limitations,
recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
Slide Requirements:
Use the following steps to complete the Table above:
Step 1: Define the Perspectives to be used.
Step 2. Identify what is known (in the literature).
Step 3. Identify what is unknown or needs to be better
understood.
Step 4. Develop a need statement for each perspective.
Step 5. Synthesize the points into a need statement.
Step 6. Develop a problem statement.
6
Literature Review: Theoretical Foundations

10/9/2019
CONFIDENTIAL
Objective:
Identify the laws, theories, models, and/or concept that will be
used to develop the study variables and research
questions/hypothesis, and to guide data collection. In the
Proposal this information is used to develop the research
questions for chapter 1 and 3. It is expanded significantly in
Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline
format.
Include a visual of the model or theory if it is avail able.
Focus on describing the theory and not on discussing how it has
been used in prior studies.
Define study variables based on theory or model, then develop
research questions that align to the theory/model and variables .
Hints:
Two ways to find models or theories for both quantitative and
qualitative research are:
Find studies related to your topic and see what theoretical
foundation theory, model, or concept they used. Then research
it or find a quantitative instrument that is used to collect data on
it.
Look for validated quantitative instruments that measure
variables you are studying from either a quantitative or
qualitative approach; then do a Google or Google Scholar
search that combines the name of the instrument and the term
“validation study” or “validity”. This document will explain the

model behind the instrument, trace it back historically to the
creator of the initial model or theory. For the quantitative
studies, use the instrument article to provide the reliability and
validity statistics for the instrument.
For each theory and or model, provide an explanation of the
theory, one sentence to describe the components/dimensions
within the theory/model, and one sentence to explain how the
theory(s)/model(s) will be used to form your study.
7
Literature Review: Review of LiteratureMajor TopicTopic
DescriptionEmpirical Sources APA Formatted Reference
CONFIDENTIAL
Objective:
This slide is used to provide an outline of the topics that will be
included in the Review of Literature section, which is 30+ pages
in Chapter 2.
Slide Requirements:
Column 1: Identify 3-5 major topics in the literature related to
the proposed problem space, perspectives/topics (Use the list
from the Problem Space slide)
Column 2: Write 1-2 sentences defining/describing each topic
Column 3: Provide at least 3 current empirical sources (ideally
within the past 5 years) supporting each topic
Hints:
For qualitative studies, topics could include:
Research describing societal, community, or professional
issues/needs
Research on the broad population and why the topic is relevant
Studies describing and/or relating the topics associated with the

phenomenon
Studies on the instruments used to collect data
Studies defining the need from an organizational perspective
Studies similar to the topic
Studies on variables (Used in Grounded Studies, Case Studies,
Qualitative Descriptive when quantitative instruments are used)
8
Problem Statement
Examples:
It is not known …
Based on what is known in the empirical research literature,
_____ is still unknown or what still needs to be understood is…
While the empirical research literature indicates ____________,
it is not known in (school/district/organization/community)
__________.
10/9/2019
CONFIDENTIAL
Objective:
This slide is used to provide the problem statement, which will
be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declara tive
statement.
Alignment: The problem statement must align with the
established problem space as described on previous slides.
Alignment: The research questions must be based on the
problem statement as well as the theoretical foundation.

Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
_____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in
(school/district/organization/community) how/why __________.
Use this Slide for Qualitative Studies:
Research Questions and Phenomenon
RQ0 (overarching)
RQ1:
RQ2:
Add additional RQs if needed
Phenomenon (3-4 sentence definition):
Objective:
State and define each research question using the Problem
Statement and the Theoretical Foundation.
This information is expanded upon in Chapter 3: Research
Questions in the dissertation template.
Slide Requirements:
State the research question(s) guiding the proposed study.
Define the phenomenon which is a 3-4 sentence description of
what you are studying and trying to better understand.
Alignment: Research questions must align with the problem
statement presented on the previous slide and the theoretical
foundation which guides the data collection.

Hints:
The theoretical foundation should guide the research questions
or variables in the research questions.
Do not introduce new constructs in the research questions that
were not introduced in the problem statement or theoretical
foundation.
An easy way to formulate an aligned RQ is to turn the Problem
Statement into a question. This will be the ‘overarching’ RQ0
for a qualitative study. Do not collect data on the RQ0. It’s to
help develop the other RQs. Then use the theoretical foundation
to help develop the RQs.
There must be a direct link to theory or model or a well -defined
concept from the literature. So, think about using the
dimensions/subcomponents of your theory/model to create the
other RQs.
Draw a picture of what you are studying and better want to
understand (which is the phenomenon). Include all components
(organizations, people, interactions, actions, etc.) that play a
part
Qualitative Methodology Justification
QualitativeQuantitativeSeminal sources describing qualitative
methodology:Seminal sources describing quantitative
methodology:Justification for qualitative:Justification against
quantitative:
CONFIDENTIAL
Objectives:
The approach on this slide is used to justify the methodology
using methodology articles and resources

The information presented on this slide is used to develop one
of the three paragraphs comprising the methodology section in
Chapter 3. In addition, a second paragraph is added justifying
why the opposite methodology is not as appropriate. A third
paragraph is developed that uses similar and related empirical
articles to justify the proposed methodology for the study
Slide Requirements:
Present 2-3 seminal sources describing qualitative methodology
(Top Row – Left Box)
Justify why either qualitative methodology is appropriate based
on those sources (Bottom Row - Left Box)
Present 2-seminal sources describing quantitative methodology
(Top Row - Right Box)
Justify why quantitative methodology is not as appropriate
based on those sources (Bottom Row - Right Box)
Hint:
Do not summarize prior research in this slide
First, find citation(s), then, develop argument(s) based on the
research articles.
Justify methodology from methodology articles
Justify methodology from empirical studies. For example,
current empirical studies, foundational studies, government
studies
Justify why the alternative methodology is not suited for your
study. Use empirical evidence.
11
Feasibility - Slide 1
Resources for study:

Ethical Concerns:
CONFIDENTIAL
Objectives:
Identify and discuss the feasibility of your proposed study based
on the Feasibility & Benefits Checklist located in the
Dissertation Template appendices.
The information on this slide will be used to inform the Ethical
Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the
Feasibility & Benefits Checklist located in the dissertation
template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you
will obtain authorization? If no authorization is needed, w hy
not?
What, if any, access to site resources will you need? (i.e.,
building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications,
etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these
risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree

program (i.e. Business Administration, Organizational
Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup
plans?
Based on the information you have learned, is your study
feasible? Why or why not? How can you make your study more
manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and
information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
CONFIDENTIAL
Objectives:
Identify and discuss the feasibility of your proposed study based
on the Feasibility & Benefits Checklist located in the
Dissertation Template appendices.
The information on this slide will be used to inform the Ethical
Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the
Feasibility & Benefits Checklist located in the dissertation
template appendices, a required appendix in your dissertation.

Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you
will obtain authorization? If no authorization is needed, why
not?
What, if any, access to site resources will you need? (i.e.,
building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications,
etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these
risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree
program (i.e. Business Administration, Organizational
Leadership, General Psychology, etc.).
What obstacles might you face, and what are your backup
plans?
Based on the information you have learned, is your study
feasible? Why or why not? How can you make your study more
manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and
information
List of References
CONFIDENTIAL

Slide Requirements:
Include a fully APA 7.0 correctly formatted reference for each
citation used in the slides.
Take a moment to review the details of this assignment below
and gather any necessary files. Once you're ready to submit
your assignment, move on to Step 2.
Assessment Traits
Requires Lopeswrite
Assessment Description
In your upcoming Residency, you will be asked to defend your
choices of potential research topic, background to the problem,
problem space, theoretical foundation, initial literature review,
problem statement, variables, research questions and
hypotheses, study methodology, and study feasibility. In the
Topic 4 assignment in this course, you prepared a defense based
on a quantitative methodology. In this assignment, you will
draft an initial defense of these items assuming your study will
use a qualitative methodology.
General Requirements:
Use the following information to ensure successful completion
of the assignment:
· Refer to your submission of "Quantitative Analysis and
Argumentation" in Topic 4 of this course.
· Refer to your submission of "Dissertation Development" from
RES-820.
· Locate the presentation template "RES-831 Qualitative Study
Defense" attached to this assignment.
· This assignment uses a rubric. Please review the rubric prior
to beginning the assignment to become familiar with the
expectations for successful completion.
· Doctoral learners are required to use APA style for their
writing assignments. The APA Style Guide is located in the
Student Success Center.

· Refer to the Publication Manual of the American
Psychological Association for specific guidelines related to
doctoral level writing. The Manual contains essential
information on manuscript structure and content, clear and
concise writing, and academic grammar and usage.
· This assignment requires that at least two additional scholarly
research sources related to this topic, and at least one in-text
citation from each source be included.
· You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is located in
Class Resources if you need assistance.
Directions:
Refer to your potential dissertation topic from your submission
of "Dissertation Development" in RES-820. For this assignment,
you must use a qualitative methodology.
Review your submission of "Quantitative Analysis and
Argumentation" in Topic 4 of this course and any feedback from
your instructor on that assignment. Update the following as
needed, and transfer the updated information to the presentation
template "RES-831 Qualitative Study Defense" attached to this
assignment:
· Potential Research Topic
· Background to the Problem
· Problem Space
· Theoretical Foundation
· Initial Literature Review
Continuing in the presentation template "RES-831 Qualitative
Study Defense," complete the template slides to prepare a
presentation to describe and defend your choices of the
following as a qualitative study:
· Problem Statement
· Research Questions and Phenomena
· Study Methodology
· Study Feasibility
Your choices must be defended with relevant current research.
Attachments

RES-831-RS-QualitativeStudyDefense.pptx
Rubric
Collapse All RubricCollapse All
collapse Integration of Instructor Feedback assessment
Integration of Instructor Feedback
19 points
Criteria Description
Integration of Instructor Feedback in Revision of Previously
Submitted Components
5. 5: Excellent
19 points
Integration of instructor feedback is evident and meaningful. It
is seamlessly incorporated into the flow of the presentation. All
instructor comments and suggestions are addressed.
4. 4: Good
17.29 points
Integration of instructor feedback is evident and relatively well
incorporated into the natural flow of the presentation. All
instructor comments and suggestions are addressed.
3. 3: Satisfactory
16.15 points
Integration of instructor feedback is evident though it appears
as a disjointed, cursory addition. Most of the instructor
comments and suggestions are addressed.
2. 2: Less Than Satisfactory
13.87 points
Integration of instructor feedback is vaguely attempted but does
not address the majority of instructor comments and
suggestions.
1. 1: Unsatisfactory
0 points
Integration of instructor feedback is either missing or not
evident to the reader.
collapse Defense of Proposed Research Problem assessment

Defense of Proposed Research Problem
38 points
Defense of Proposed Research Problem
5. 5: Excellent
38 points
A defense of the proposed research problem is thorough.
Scholarly research is used for support and is current or seminal.
The proposed research problem directly emerges from a
synthesis of the limitations or future study ideas from the cited
literature. Argument is clear and convincing, presenting a
persuasive claim in a distinctive and compelling manner.
4. 4: Good
34.58 points
A defense of the proposed research problem is thorough. The
research used for support is current. There is a connection to the
limitations or future study ideas from the cited literature.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion.
3. 3: Satisfactory
32.3 points
A defense of the proposed research problem is cursory. The
research used for support is outdated. There is a vague
connection to the limitations or future study ideas from the
cited literature. Argument logically, but not thoroughly,
supports the purpose. Sources used are credible. Introduction
and conclusion bracket the thesis.
27.74 points
A defense of the proposed research problem is illogical or
inaccurate. The proposed research problem does not emerge
from a synthesis of the limitations or future study ideas from
the cited literature. Argument lacks consistent unity. There are
obvious flaws in the logic.

0 points
A defense of the proposed research problem is either missing or
not evident.
collapse Defense of Proposed Research Questions and
Phenomena assessment
Defense of Proposed Research Questions and Phenomena
38 points
Defense of Proposed Research Questions and Phenomena
5. 5: Excellent
38 points
A defense of the proposed research questions and phenomena is
thorough. Scholarly research is used for support and is current
or seminal. The proposed research questions and hypotheses are
directly derived from the research problem. Argument is clear
and convincing, presenting a persuasive claim in a distinctive
and compelling manner.
4. 4: Good
34.58 points
thorough. The research used for support is current. There is a
connection to the cited literature. Argument shows logical
progressions. Techniques of argumentation are evident.
3. 3: Satisfactory
32.3 points
cursory. The research used for support is outdated. There is a
vague connection to the cited literature. Argument logically, but
not thoroughly, supports the purpose. Sources used are credible.
27.74 points
illogical or inaccurate. The proposed research questions and
hypotheses do not emerge from a synthesis of the cited
literature. Argument lacks consistent unity. There are obvious
flaws in the logic.

0 points
either missing or not evident to the reader.
collapse Defense of Proposed Methodology assessment
Defense of Proposed Methodology
38 points
Defense of Proposed Methodology
5. 5: Excellent
38 points
A defense of the proposed methodology is thorough. Scholarly
research is used for support and is current or seminal. The
proposed methodology is directly derived from the research
problem. Argument is clear and convincing, presenting a
persuasive claim in a distinctive and compelling manner.
4. 4: Good
34.58 points
A defense of the proposed methodology is thorough. The
research used for support is current. There is a connection to the
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion.
3. 3: Satisfactory
32.3 points
A defense of the proposed methodology is cursory. The research
used for support is outdated. There is a vague connection to the
Argument logically, but not thoroughly, supports the purpose.
Sources used are credible. Introduction and conclusion bracket
the thesis.
27.74 points
A defense of the proposed methodology is illogical or
inaccurate. The proposed methodology does not emerge from a

synthesis of the limitations or future study ideas from the cited
literature. Argument lacks consistent unity. There are obvious
flaws in the logic.
0 points
A defense of the proposed methodology is either missing or not
collapse Defense of Study Feasibility assessment
Defense of Study Feasibility
38 points
Defense of Study Feasibility
5. 5: Excellent
38 points
A defense of the study feasibility is thorough. Scholarly
research is used for support and is current or seminal. Argument
is clear and convincing, presenting a persuasive claim in a
distinctive and compelling manner.
4. 4: Good
34.58 points
A defense of the study feasibility is thorough. The research used
for support is current. Argument shows logical progressions.
Techniques of argumentation are evident.
3. 3: Satisfactory
32.3 points
A defense of the study feasibility is cursory. The research used
for support is outdated. Argument logically, but not thoroughly,
supports the purpose. Sources used are credible.
27.74 points
A defense of the study feasibility is illogical or inaccurate.
Argument lacks consistent unity. There are obvious flaws in the
logic.
0 points
A defense of the study feasibility is either missing or not

collapse Mechanics of Writing assessment
Mechanics of Writing
9.5 points
Mechanics of Writing
5. 5: Excellent
9.5 points
Writer is clearly in command of standard, written, academic
English.
4. 4: Good
8.65 points
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
3. 3: Satisfactory
8.08 points
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
6.94 points
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
0 points
Mechanical errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
collapse APA Format assessment
APA Format
9.5 points
APA Format
5. 5: Excellent

9.5 points
In-text citations and a reference page are complete and correct.
The documentation of cited sources is free of error.
4. 4: Good
8.65 points
Required format is used, but minor errors are present. Reference
page is present and includes all cited sources. Documentation is
appropriate and citation style is usually correct.
3. 3: Satisfactory
8.08 points
Required format is generally correct. Reference page is included
and lists sources used in the paper. Sources are appropriately
documented though some errors are present.
6.94 points
Required format elements are missing or incorrect. A lack of
control with formatting is apparent. Reference page is present.
However, in-text citations are inconsistently used.
0 points
Required format is rarely followed correctly. No reference page
is included. No in-text citations are used.
DISSERTATION DEVELOPMENT
1
DISSERTATION DEVELOPMENT 3
How Autism Effect the Family and the Parents in Denial
Rosaline Nixon
College of Doctoral Studies, Grand Canyon University
RES820A: The Literature Landscape: Organizational Leadership
Dr. Davis

March 23, 2022,
Dietz, P. M., Rose, C. E., McArthur, D., & Maenner, M. (2020).
National and state estimates of adults with autism spectrum
disorder. Journal of Autism and Developmental
Disorders, 50(12), 4258-4266.DOI: 10.1007/s10803-020-04494-
4
The article aimed at assessing the number if adults 18-84
years who are living with autism spectrum disorder since there
is lack of a surveillance system for monitoring the number of
adults living with the condition. The study studied prevalence
rates at both the state and federal levels. This is helpful in the
development if surveillance systems that would help to
determine the need for diagnosing and offering services to
unidentified members of the population. The findings of this
article are important for this study because it would help
establish prevalence rates of ASD, which are not well -known.
This would help inform what measures should be adopted in
evaluating how people can be affected by autism. Such
information would be important for the research topic because it
aims at evaluating how autism affects families and parents in
denial. Knowing prevalence of autism would be important when
evaluating how families and parents in denial by the condition.
Farooq, A., & Ahmed, S. (2020). Sociocultural Barriers to Early
Diagnosis of Autism Spectrum Disorder. Life and Science, 1(4),
6-6. DOI: https://doi.org/10.37185/LnS.1.1.106
The review aimed to subjectively layout how the local area,

family, and medical services frameworks go about as hindrances
to the early finding of mental imbalance range jumble in kids. A
phenomenological subjective methodology was taken while
assessing moms' encounters for getting ASD treatment for their
children. The main barriers to receiving ASD treatment resulted
in the lack of knowledge and perception among parents,
unidentified pathways to healthcare in healthcare systems, and
structural and process barriers. Family denial and stigma
surrounding mental health and financial constraints were also
identified. The article concludes that institutional policies can
be addressed through promotion of education among families
about ASD, addressing procedural barriers, and offering support
for parents with children at risk of ASD. This article is
important to the dissertation topic because unmasks some
factors are liked with increased denial of ASD condition. The
article provides important insights that would be crucial in the
development of the study.
Magalhães, J. M., Rodrigues, T. A., Neta, M. M. R.,
Damasceno, C. K. C. S., Sousa, K. H. J. F., & Arisawa, E. Â. L.
S. (2021). Experiences of family members of children diagnosed
with autism spectrum disorder. Revista Gaúcha de
Enfermagem, 42. DOI: 10.1590/1983-1447.2021.20200437
The purpose of the study was to evaluate mother’s
perceptions, and experience that have lived by families when
caring for children with autism spectrum disorder. The study
interviewed 20 mothers with children who was diagnosed with
autism spectrum disorder in Teresina-Piaui, in Brazil. The
findings indicated that families have mixed reactions ranging
from denial to acceptance. Families are also exposed to sadness
realizing that the condition cannot be cured, and more families
are faced with denial when learning on adaptation requirements
needed to support their children. Therefore, families should not
only learn about structural factors, but also emotional support
aspects of the program. These findings are very important when
addressing the topic under consideration since it gives an
overview of the state of affairs among families with children

who have autism spectrum disorder. The findings would be
instrumental in trying to create an interface between needed
support and perceived denial.
Lamba, N., Van Tonder, A., Shrivastava, A., & Raghavan, A.
(2022). Exploring challenges and support structures of mothers
with children with Autism Spectrum Disorder in the United
Arab Emirates. Research in developmental disabilities, 120,
104138. DOI: 10.1016/j.ridd.2021.104138
The review pointed toward assessing the difficulties and
backing structures for moms of kids with ASD. Mothers are the
primary caregivers, but at the same time experience high stress
levels, although their experience is not well-known. Mothers
aged 33-58 years were consulted with respect to finding,
restorative intercessions, encouraging group of people, and
pandemic. Findings indicates lack of necessary information to
help them seek the correct diagnosis. Moreover, most mothers
are forced to take care of their children without a support
system from their families, and experience many challenges
during pandemic. This contributes to their feeling rejected from
their families. However, exposure to support groups that
informed them on how they can help their children improved
their satisfaction. These findings are important for the study
topic because they help propose strategies that can be adopted
to reduce denial and promote embracing these children to
improve their well-being. Acceptance of children with ASD is
dependent on existence of the necessary support networks,
which would address stresses faced by parents and potential
denial.
Kang-Yi, C. D., Grinker, R. R., Beidas, R., Agha, A., Russell,
R., Shah, S. B., ... & Mandell, D. S. (2018). Influence of
community-level cultural beliefs about autism on families’ and
professionals’ care for children. Transcultural psychiatry, 55(5),
623-647. Doi: 10.1177/1363461518779831
The objective of the study was to find out how community-
level cultural beliefs affect families and ASD care for children
with developmental delays among immigrant communities as a

step towards identification and timely access to services. The
study was conducted in New York City and targeted Korean
American communities using an inductive approach to identify
concepts and categories associated with autism. The study
established that the factors that influence ability to access the
correct care for children with autism included stigma,
discomfort and discrimination. These factors influence the
ability of this community to access the right autism care. The
findings of this community are important for the research topic
because cultural and community perceptions are some factors
that influence the ability of families and children accessing the
appropriate care for children with autism. The study informs the
research topic in availing evidence why most of the parents and
families live in denial about children with autism.
Gentles, S. J., Nicholas, D. B., Jack, S. M., McKibbon, K. A., &
Szatmari, P. (2020). Coming to understand the child has autism:
A process illustrating parents’ evolving readiness for engaging
in care. Autism, 24(2), 470-483.
https://doi.org/10.1177/1362361319874647
The purpose of this study was to assess how parents came
to understand their children had autism and conforming the
appropriate care. The study also presents findings on how
parents are engaged and get prepared to offer help to their
children at this early stage. Information was gathered from 45
meetings with 32 moms and 9 specialists’ experts from
metropolitan and rustic areas of Ontario in Canada. The
findings indicate that parent’s motivation and readiness for
engagement is dependent on an individual rate. Most parents
explained that they were hesitant to access the right care, and
had to time to confirm the difference and whether the disease
was autism before they could access care. These findings are
instrumental for the research topic since it offers varied
perspective on how parent take the autism and how it influences
their acceptance of the disease on the first account. It helps
establish how parents engage and get used to the fact that their
child has autism.

Pearson, J. N., Meadan, H., Malone, K. M., & Martin, B. M.
(2020). Parent and professional experiences supporting African-
American children with autism. Journal of Racial and Ethnic
Health Disparities, 7(2), 305-315. DOI: 10.1007/s40615-019-
00659-9
The examination was led with the target of assessing the
experience of guardians and experts supporting African
American children with autism. The care for children with
autism has stabilized in the US and children are able to access
autism care as early as two years, but African American
children have not been able to access the desired level of care.
Findings indicates that both parents and professionals face
similar factors a most being a few facilitators to accessing
services and also faced similar barriers about timely access to
quality autism care services. Due to such barriers, parents find
it difficult to seek autism care services and are likely to live in
denial of the reality their child has autism. This research is
important to the study topic since it highlights some the factors
that may influence parents to live in denial and fail to access
the right care for their children.
Gordillo, M. L., Chu, A., & Long, K. (2020). Mothers’
adjustment to autism: exploring the roles of autism knowledge
and culture. Journal of Pediatric Psychology, 45(8), 877-886.
https://doi.org/10.1093/jpepsy/jsaa044
The study explored the relationship between culture and
service-use barriers among culturally diverse mothers of
children with ASD. The study involved in the semi-structure
qualitative interview about their experience with ASD, and
thematic analysis used to analyze the data collected. The results
indicated that mothers had similar gains if knowledge was
available and their children had access to care, and they felt
empowered by availability of knowledge, but still there were
difficulties about utilizing the knowledge to identify children
specific needs. The study further established that cultural -based
stigma against ASD such as rejection from the community were
among the factors that stimulated denial and lack of belief that

mothers had about the conditions of their child being treatable.
The findings are instrumental to building the effect of autism on
parents with denial, but educational programs addressing
informational and cultural needs may help in addressing the
existing cultural disparities about diagnosis of ASD.
Rabba, A. S., Dissanayake, C., & Barbaro, J. (2019). Parents’
experiences of an early autism diagnosis: Insights into their
needs. Research in Autism Spectrum Disorders, 66, 101415.
https://doi.org/10.1016/j.rasd.2019.101415
The objective of the research was to investigate
parental needs when their children have early ASD diagnosis.
The study focused on 13 mothers and fathers who had a chil d
less than 36 months diagnosed with autism based on semi-
structured interviews and focus groups. Based on thematic
analysis, four themes were identified; emotional response to
diagnosis, ability for managing uncertainties after diagnosis,
availability of resources, and ability to share diagnosis. If a
child has an early diagnosis, various emotions are stimulated
and eventually influence their coping. The findings have
important implications on the study topic, since they open to
new facts that can be used to determine how autism affects
parents living with denial. Moreover, it forms basis for
formulation of strategies that can be used to address factors that
may lead to delayed access to care, which may cause long-term
health consequences on the child. Getting information about
early diagnosis is important to timely diagnosis.
Papoudi, D., Jørgensen, C. R., Guldberg, K., & Meadan, H.
(2021). Perceptions, experiences, and needs of parents of
culturally and linguistically diverse children with autism: a
scoping review. Review Journal of Autism and Developmental
Disorders, 8(2), 195-212.
https://link.springer.com/article/10.1007/s40489-020-00210-1
The study provided a review of research articles from the
United Kingdom and the United States. The objective was to
establish the perceptions, experiences, and culturally diverse
families of children with autism. 32 articles were selected out of

which 25 were from the United States and 7 from the United
Kingdom. The review recognized four subjects about
information and conviction about chemical imbalance, chemical
imbalance and everyday life, family encounters with getting to
administrations and backing, and multi-language. The findings
indicated that family perception about the lack of knowledge
and experiences like social stigma and service unavailability.
Recommendations such as provision of culturally sensitive
strategies, availing information in diverse languages and
promotion of parent-professional collaboration would go a long
way in promotion of service access among parents. Findings
indicate that autism does not necessarily influence one’s
perception, but to a large extent it’s a lack of information and
support services which would help understand the context of the
study topic.
Bloch, J. S., & Weinstein, J. D. (2009). Families of young
children with autism. Social Work in Mental Health, 8(1), 23-
40. https://doi.org/10.1080/15332980902932342
The article highlights the experiences of families of
children with autism spectrum disorder. There has been
increased awareness of the need to offer services for children
with autism. While access to service for children with this
condition is important, it is equally important to recognize the
family functioning of the children receiving this care and the
outcome. The article indicates the importance of understanding
the range of stressing factors that families are exposed to
including family systems, family values, cultural beliefs and
priorities. The primary objective of this article was to evaluate
these factors in order to understand how they affect family
systems so that it can be easier to use family perspectives to
address the complex needs facing the families and children with
autism. The article provides important insights that would be
significant in understanding some motivations towards family
denial of children living with autism spectrum disorder.
Zuckerman, K. E., Sinche, B., Cobian, M., Cervantes, M.,
Mejia, A., Becker, T., & Nicolaidis, C. (2014).

Conceptualization of autism in the Latino community and its
relationship with early diagnosis. Journal of developmental and
behavioral pediatrics: JDBP, 35(8), 522.
Doi: 10.1097/DBP.0000000000000091
The article focused on subjectively understanding the
conceptualization of ASD inside the Latino people group to get
existing obstructions to early findings. Five center gatherings
and four subjective meetings were with 30 guardians occupied
with Oregon. Most of the families had no knowledge about
autism. Many believed that some symptoms of ASD were
associated with family dysfunctions. Some concerns that were
raised by parents included communication of the providers and
access to language services. Parents with children with
developmental delays were likely to face rejection,
embarrassment, and children were perceived as a burden to the
family. As a result, parents were less likely to seek medical
services with providers. The findings of this research study are
important to understanding what factors influence parents’
failure to seek medical services for their children if they have
autism spectrum disorder. The findings that parental denial is
usually associated with cultural beliefs is critical to the
development of this research study.
Altiere, M. J., & von Kluge, S. (2009). Searching for
acceptance: Challenges encountered while raising a child with
autism. Journal of intellectual and developmental
disability, 34(2), 142-152.
https://doi.org/10.1080/13668250902845202
The study was conducted with the aim of establishing the
challenges that families goes through when raising children
with autism. The review drew in 52 guardians of youngsters
with autism spectrum disorder, who were consulted to figure out
their battles and triumphs. The discoveries showed five obvious
difficulties among these families including improvement,
addressing, obliteration, arrangements, and development. The
findings further indicated that parents experienced confusion as
a result of behavioral presentation of children when they

realized their children had autism. However, the findings also
indicate the willingness of parents to support their children in
whatever possible way. Although there are challenges
experienced when raising a child with autism, there were
positive experiences that were notable. The article gives
important insights that are applicable by families and
professionals in order to ensure services are availed to the
children that need them. This would help avoid perceived denial
by families of children with autism.
Rebeiro, M. J., Azad, S. A. K., & Mahmud, A. Y. (2019).
Psychological service needs of parents in the management of
ASD. Bioresearch Communications-(BRC), 5(2), 744-749.
www.bioresearchcommunications.com
The research study was aimed at establishing
psychological services that are needed by parents of children
with ASD between the age of 4-12 years. Twenty-seven parents
of children with Austin were the caregivers who participated in
the study, and were selected in a special children school.
Information assortment was through interviews, while the
seriousness of the downturn and uneasiness were gathered
utilizing psychometric instruments. The outcomes demonstrated
that guardians with ASD experienced shifting levels of
nervousness that went from gentle to serious. The results
additionally show that the vast majority of the guardians
likewise experienced gentle to extreme degrees of depression.
Parents also demonstrated communication, behavioral and
cognitive disturbances as notable among children with ASD.
These problems indicated the need for psychological services
among these parents for them to seek appropriate services and
support for their children. These findings are instrumental to
understanding reasons why parents are unable to seek the
needed services and support when they realize their children
have autism. Moreover, children also need psychological
services for them to learn appropriate skills such as behavior,
communication and cognitive developments.
Brewer, A. (2018). “We were on our own”: Mothers'

experiences navigating the fragmented system of professional
care for autism. Social Science & Medicine, 215, 61-68.
https://doi.org/10.1016/j.socscimed.2018.08.039
The article explains the sacrifices that mothers have to take in
order to take care of their children with autism. Information
from 620 guardians of medically introverted youngsters was
locked in to investigate their encounters with the divided
arrangement of expert consideration. The discoveries propose
that drawing in with treatment for youngsters sent such families
into the disarray of conclusion and treatment. Since the
assistance framework is divided into clinical and school systems
guardians were battling to track down complete proficient
consideration as suggested by research associations. Due to the
demanding state of children care systems, parents gave up their
work commitments in order to offer the necessary support for
their children. However, such moves had implications on their
families, which is why families may tend to overlook their
children with autism to maintain their incomes. These factors
coupled with low socioeconomic status had a negative
implication on the ability of parents to offer support for their
autistic children, which could explain perceived denial.
Pozo, P., Sarriá, E., & Brioso, A. (2014). Family quality of life
and psychological well‐ being in parents of children with
autism spectrum disorders: a double ABCX model. Journal of
Intellectual Disability Research, 58(5), 442-458.
https://doi.org/10.1111/jir.12042
The article examined the family quality of life and
psychological well-being based on multidimensional
perspectives based on ABCX model, with severity of disorder,
behavioral problems, social support, sense of coherence, and
strategies for coping. A sample of 118 parents who had children
with autism were involved and quality of life analyzed between
mothers and fathers. The result of the study indicates that
having behavioral problems will have negative effects on
adaptation of parents. The existence of support for both mothers
and fathers had significant impact on family quality of life.

There was a connection between survival techniques and
variation, dynamic aversion adapting for fathers, and positive
and issue-centered adaptation to moms' mental well-being. The
article is relevant in the research topic because it highli ghts
family quality of life and coping strategies and coping
strategies as critical in understanding how families with autistic
children are affected, which is linked to other psychological and
behavioral consequences.
Moorcroft, A., Scarinci, N., & Meyer, C. (2020). ‘We were just
kind of handed it and then it was smoke bombed by everyone’:
How do external stakeholders contribute to parent rejection and
the abandonment of AAC systems?. International Journal of
Language & Communication Disorders, 55(1), 59-69.
https://doi.org/10.1111/1460-6984.12502
The study was based on evaluation of parents’ perception
about the contribution of stakeholders towards rejection in the
augmentative and alternative communication (AAC) system.
Semi-structured interviews were conducted with 12 parents who
had rejected or abandoned the AAC system that has been
recommended for their children, then data relating to the role of
external stakeholders extracted from the transcriptions, and a
thematic analysis conducted. The findings indicated four themes
relating to the role of stakeholders in parents’ rejection and
abandonment of the AAC system. The findings indicated that
parents were influenced by attitudes and experiences of
professionals, they felt unsupported by SLP, communication
with stakeholders was ineffective, and difficulties using AAC
without support of the external stakeholders. The study is
important for the research topic because it highlights the
importance of offering family-centered support programs to
avoid family failing to seek needed support for their children
which would promote their well-being and awareness.
Liao, X., Lei, X., & Li, Y. (2019). Stigma among parents of
children with autism: A literature review. Asian Journal of
Psychiatry, 45, 88-94. https://doi.org/10.1016/j.ajp.2019.09.007
The study was based on literally review of studies evaluating

experiences of stigma among parents of children with autism.
Systematic literature search was conducted to find the right
research articles, and two independent reviewers mandated with
the screening of the articles, and then identified articles
classified based on sociocultural setting. Evaluation of the
articles selected indicated that parents were exposed to courtesy
stigma, which eventually developed into affiliate stigma. The
findings also indicated lack of adequate attention on subject of
stigma associated with parents of children with stigma. Parents
of children with autism were affected by stigma, which was
associated with severity of behavior. Some factors associated
with failure of seeking the necessary help for children with
autism is linked to lack of systems that could evaluate parent’s
exposure to stigma. This could explain some factors that affect
parents of children with autism disorder, and consequential
denial related to the condition.
Bozkurt, G., Uysal, G., & Düzkaya, D. S. (2019). Examination
of care burden and stress coping styles of parents of children
with Autism Spectrum Disorder. Journal of pediatric
nursing, 47, 142-147.
https://doi.org/10.1016/j.pedn.2019.05.005
The point of the review was to inspect the guardian burden
and stress survival techniques for guardians of youngsters with
chemical imbalance range jumble (ASD). 131 children with
ASD from a private education center in Istanbul were involved
and data was collected using questionnaires prepared by the
researcher. The examination discoveries shows that guardians of
kids with ASD had higher weight of care; nonetheless, the
weight of care was higher for guardians with a solitary kid
contrasted with guardians with more youngsters, and contrasts
was likewise prominent for guardians with little girls contrasted
with children Mothers were more likely to seek social support
compared to fathers. These findings have an implication in the
study topic because it highlights the important role-played by
the caregiver or the parent. Whether to seek social support or
any other form of intervention is dependent on the parent’s

willingness to mitigate the burden of care for children with
autism.
Salimi, M., Mahdavi, A., Yeghaneh, S. S., Abedin, M., &
Hajhosseini, M. (2019). The effectiveness of group-based
acceptance and commitment therapy (ACT) on emotion
cognitive regulation strategies in mothers of children with
autism spectrum. Maedica, 14(3), 240.
Doi: 10.26574/maedica.2019.14.3.240
The article investigates the importance of group-based
acceptance and commitment therapy on cognitive emotion
regulation strategies in mothers of children with autism. The
study was quasi-experiment with a pretest and post-test control
group. Mothers of children with autism spectrum disorder
participated in the study, and a random sample of 30 mothers
was selected and assigned experimental and control groups. The
participants responded to the cognitive emotion questionnai re,
and data analyzed using co variance analysis. Results indicated
that group-based acceptance and commitment had significant
effect on planning strategy. The study indicates that planning
therapy centers can adopt group-based and acceptance therapy
as a way of improving cognitive emotions regulatory strategy
for mothers of children with autism. The study findings are
significant to the study because autism affects people different,
and engaging them as a group can achieve results they could not
achieve when such measures are adopted as a group.
Degree
My degree program is Doctor of Education in Organizational
Leadership specializing in special education.
Research Focus
The topic aligns with the study area in that organizational
leadership is important for leading a learning institution, while
understanding special education is important to offering quality
education to learners with autism.
Feasibility of Research Problem
Most studies have focused on psychological implications that
parents suffered when they realized their children had autism,

but no study has described how autism affects families and
parents living in denial.
Problem Statement
Based on what is known in literature, autism has serious
psychological effects on parents when they realize their
children has autism, what needs to be understood how autism
affects families and parents living in denial.
Need for Study
The effects of autism in families have been identified to be
diverse. Many studies have focused on evaluating the
consequences of parents realizing their children had autism.
Moreover, psychological consequences of autism have been
identified among parents of children with autism. Despite many
researches providing evidence that autism causes stress and
anxiety among families, there are still many knowledge gaps
that are yet to be filled. The objective of this study is to
establish the effects of autism on families and parents living in
denial. Many care professionals have tried their best in
addressing the psychological issues that parents face when they
realize their children have autism. This study will help care
professionals in providing the right support for parents and
children affected by autism. As a result, parents will access the
right and right course of treatment that enhances their mental
health and coping strategies. This would help not only improve
quality of care, but promote well-being of the family with
autistic children.
Conceptual/Theoretical Framework
The potential implications of autism in a family are
associated with increased stress and family denial on realization
that a child has autism. The theoretical model that motivates
this study is the ABC-X theoretical model. ABC-X theoretical
model would be helpful in establishing family stresses (A),
family resources (B), and family definition of the event (C)
produces family experience of a crisis. The model explains that
there are multiple paths to recovery that a family may follow
after crisis, which is consistent with the topic (Pozo, Sarriá, &

Brioso, 2014). The primary aim of the topic is to establish how
autism affects families and parents with autistic children live in
denial. It would be crucial to establish how parents cope with
the situation when they realize their children have autism for
the first time and their coping strategies. One of the seminal
works that was used by the author to support the model is the
research study by Bristol (1987) on Mothers of children with
autism or communication disorders: successful adaptation and
the double ABCX Model (Pozo, Sarriá, & Brioso, 2014).
Significance
The study by Zuckerman et al. (2019) investigates the barriers
that make it difficult to identify autism among Latino children
the perspective of care providers as well as the families of the
affected children. The article likewise examines how creating
kids might offer critical bits of knowledge to the family and
local area factors that influence ASD diagnostic delays. The
article will help both families and care providers in timely
identification and diagnosis of ASD and prevent delayed
support that have direct impact on a child’s communication
development. The study focuses on discussing the importance of
focusing on families of developing children to evaluate
community perception about ASD, which gives care providers
when addressing ASD in a family setting. The significance of
this study article will be instrumental helping in discussing the
significance of the research topic. For instance, it would be
important to explain how understanding of the research findings
of the study topic would contribute how educators can
collaborate with caregivers in helping autistic children.
Defense of Article Selection
The article selected in this research are aligned to the
research article in similar ways. The articles selected are peer
reviewed and meets the criteria for quality research process.
First, the articles are closely linked to the research topic. The
study objective is to investigate the effects of autism among
families and parents in denial. Most of the articles selected for
the study are aligned to the topic and discusses the diverse

impacts of autism within family and community settings. The
articles also discuss different perspectives held about autism
and how it affects members of the family. Moreover, the
perspectives of the care providers about autism is also
discussed, which gives better insights into misconceptions
surrounding the topic. Therefore, selection of the articles is
selected in a thoughtful manner, since they present the research
topic in different ways such that it is easier to identify
knowledge gap that are yet to be identified within the topic.
Autism spectrum disorder is a topic that has attracted
controversies based on cultural and community beliefs. Reading
through the selected articles presents a new insight that helps in
building of the topic. More specifically, the articles present a
bank of knowledge that is crucial for the development of the
research topic, by drawing conclusions of these study sources.
The articles have been selected from trusted sources such as
Google Scholar and ProQuest, which are credible sources
associated for health-related research. Generally, the articles
contain all the qualification criteria for supporting scholarly
research including authors’ names, are based on specialized
language, and provide diagrams to support research findings.
References
Altiere, M. J., & von Kluge, S. (2009). Searching for
autism. Journal of intellectual and developmental
disability, 34(2), 142-152.
https://doi.org/10.1080/13668250902845202
Bloch, J. S., & Weinstein, J. D. (2009). Families of young
children with autism. Social Work in Mental Health, 8(1), 23-
40. https://doi.org/10.1080/15332980902932342
Bozkurt, G., Uysal, G., & Düzkaya, D. S. (2019). Examination
of care burden and stress coping styles of parents of children
with Autism Spectrum Disorder. Journal of pediatric
nursing, 47, 142-147.

https://doi.org/10.1016/j.pedn.2019.05.005
experiences navigating the fragmented system of professional
care for autism. Social Science & Medicine, 215, 61-68.
https://doi.org/10.1016/j.socscimed.2018.08.039
Dietz, P. M., Rose, C. E., McArthur, D., & Maenner, M. (2020).
National and state estimates of adults with autism spectrum
disorder. Journal of Autism and Developmental
Disorders, 50(12), 4258-4266.DOI: 10.1007/s10803-020-04494-
4
Farooq, A., & Ahmed, S. (2020). Sociocultural Barriers to Early
Diagnosis of Autism Spectrum Disorder. Life and Science, 1(4),
6-6. DOI: https://doi.org/10.37185/LnS.1.1.106
Gentles, S. J., Nicholas, D. B., Jack, S. M., McKibbon, K. A., &
Szatmari, P. (2020). Coming to understand the child has autism:
A process illustrating parents’ evolving readiness for engaging
in care. Autism, 24(2), 470-483.
https://doi.org/10.1177/1362361319874647
adjustment to autism: exploring the roles of autism knowledge
and culture. Journal of Pediatric Psychology, 45(8), 877-886.
https://doi.org/10.1093/jpepsy/jsaa044
Kang-Yi, C. D., Grinker, R. R., Beidas, R., Agha, A., Russell,
R., Shah, S. B., ... & Mandell, D. S. (2018). Influence of
community-level cultural beliefs about autism on families’ and
professionals’ care for children. Transcultural psychiatry, 55(5),
623-647. doi: 10.1177/1363461518779831
Lamba, N., Van Tonder, A., Shrivastava, A., & Raghavan, A.
(2022). Exploring challenges and support structures of mothers
with children with Autism Spectrum Disorder in the United
Arab Emirates. Research in developmental disabilities, 120,
104138. DOI: 10.1016/j.ridd.2021.104138
Liao, X., Lei, X., & Li, Y. (2019). Stigma among parents of
children with autism: A literature review. Asian Journal of
Psychiatry, 45, 88-94. https://doi.org/10.1016/j.ajp.2019.09.007
Magalhães, J. M., Rodrigues, T. A., Neta, M. M. R.,

Damasceno, C. K. C. S., Sousa, K. H. J. F., & Arisawa, E. Â. L.
S. (2021). Experiences of family members of children diagnosed
with autism spectrum disorder. Revista Gaúcha de
Enfermagem, 42. DOI: 10.1590/1983-1447.2021.20200437
Moorcroft, A., Scarinci, N., & Meyer, C. (2020). ‘We were just
kind of handed it and then it was smoke bombed by everyone’:
How do external stakeholders contribute to parent rejection and
the abandonment of AAC systems? International Journal of
Language & Communication Disorders, 55(1), 59-69.
https://doi.org/10.1111/1460-6984.12502
Papoudi, D., Jørgensen, C. R., Guldberg, K., & Meadan, H.
(2021). Perceptions, experiences, and needs of parents of
culturally and linguistically diverse children with autism: a
scoping review. Review Journal of Autism and Developmental
Disorders, 8(2), 195-212.
https://link.springer.com/article/10.1007/s40489-020-00210-1
Pearson, J. N., Meadan, H., Malone, K. M., & Martin, B. M.
(2020). Parent and professional experiences supporting African-
American children with autism. Journal of Racial and Ethnic
Health Disparities, 7(2), 305-315. DOI: 10.1007/s40615-019-
00659-9
and psychological well‐ being in parents of children with
autism spectrum disorders: a double ABCX model. Journal of
Intellectual Disability Research, 58(5), 442-458.
https://doi.org/10.1111/jir.12042
Rabba, A. S., Dissanayake, C., & Barbaro, J. (2019). Parents’
experiences of an early autism diagnosis: Insights into their
needs. Research in Autism Spectrum Disorders, 66, 101415.
https://doi.org/10.1016/j.rasd.2019.101415
Rebeiro, M. J., Azad, S. A. K., & Mahmud, A. Y. (2019).
Psychological service needs of parents in the management of
ASD. Bioresearch Communications-(BRC), 5(2), 744-749.
www.bioresearchcommunications.com
Salimi, M., Mahdavi, A., Yeghaneh, S. S., Abedin, M., &
Hajhosseini, M. (2019). The effectiveness of group based

acceptance and commitment therapy (ACT) on emotion
cognitive regulation strategies in mothers of children with
autism spectrum. Maedica, 14(3), 240.
Doi: 10.26574/maedica.2019.14.3.240
relationship with early diagnosis. Journal of developmental and
behavioral pediatrics: JDBP, 35(8), 522.
Doi: 10.1097/DBP.0000000000000091
Rosaline Nixon
RES 831 Foundations of Research Design 1
April 26, 2022
CONFIDENTIAL
1
. •There is a small population in the US living with autism
•Autism Spectrum disorder affects minority communities
disproportionally compared to whites. There is lower
accessibility of available services for ASD treatment across
different ethnic communities
10/9/2019
CONFIDENTIAL
According to the national state population-based estimates,
there is a small population of individuals living with autism

spectrum disorder (ASD). However, there is a lack of a
monitoring system for the condition's prevalence within the
population. The estimates for Louisiana and Massachusetts
include 1.97% and 2.42 respectively. Approximately 5,437,988
U.S. adults under 18 and above living with ASD in the U.S.
However, most adults usually deny having autism hence
affecting the treatment of the disease. An example is where
mothers in Brazil have mixed reactions, including denial and
acceptance, when taking care of children with autism. In
addition, they are exposed to more sadness when learning how
to take care of children with autism (Magalhaes et al., 2021).
Disparities in service usage for autism spectrum disorder
(ASD), including limited access and use, disproportionately
affect racial and ethnic minority families (Angell, Empey, &
Zuckerman, 2018). Latinos are the country's largest racial and
ethnic minority group and are predicted to continue expanding
faster than other racial and ethnic groupings (U.S. Census
Bureau, 2018). Latino families with autistic children continue to
be underrepresented in autism research and underserved by an
autism diagnosis and intervention programs (Angell et al.,
2018). Latino children with ASD are identified later, get less
specialized treatment services, and have worse unmet service
requirements than White, United States-born children (Angell et
al., 2018). These inequalities in ASD prevalence have continued
over time and have occasionally been worse for Latino
households than White, US-born families.
2
Theoretical foundation
ABC-X Theory
A- Stressor event
B- Available resources for a family
C- Perception
X- Probability of an event occurring
10/9/2019

CONFIDENTIAL
The ABC-X model is mainly applied in analyzing hardships
encountered by families when trying to cope with stress. A
represents the stressor event, while B represents available
resources for a family. C finally represents the perception of a
family towards a specific stressor, and X ultimately means the
probability of an event occurring. Thus, the study variables to
be used in the research as stressor event (A) include the
presence of a family member with autism.
In contrast, therapeutic and other activities are commonly used
among children with special needs, such as ABA therapy, as
significant resources available for families will be used as B.
The perception (C) will entail parents' perception regarding the
effectiveness of therapeutic approaches to addressing autism in
children. The results will be the quality of marital relationships,
financial stability, and parents' mental health.
Research questions
What are the impacts of children living with autism on parents'
mental health?
What is the probability of parental denial of autism reduced
through group-based therapeutic approaches?
What is the relationship between the health of the marital
relationship and the presence of a family member with autism?
3
Literature Review: Review of LiteratureMajor TopicTopic
DescriptionEmpirical Sources APA Formatted ReferenceImpacts
of social structures on parental denial
Identifies several social structures impacts, for example,
religious views on beliefs regarding autism.Faroooq and Ahmed
(2020), Brewer (2018), Liao et al. (2019)Impacts of autism on

family
Identifies issues arising as a result of prevalence of autism at
the family contextMagalhães et al. (2021), Pearson et al. (2020),
Pozo et al., 2014)Impact of culture on perceptions regarding
autismIdentifies cultural view of autism and how it impacts
perceptions of individuals.Kang-Yo et al. (2018), Altiere
(2009), Zuckerman (2014).
CONFIDENTIAL
4
Problem Statement
Current research focused on sociocultural influences of autism
on parental denial and family experiences.
It is not known determined whether there are any significant
impacts of autism in families and parental denial
specific impacts of autism and parental denial are still unknown
or what still needs to be understood is the varying impacts of
availability of resources,
10/9/2019
CONFIDENTIAL
Based on the existing research, autism is directly related to the
family's issues and among parents. However, there is little
collaborative research indicating the impact of autism on
parents' denial and the family members. Most studies have
focused on the effects on parents' mental health and financial
stability instead of parents' denial as the significant source of
the issue. By investigating sociocultural factors that affect

perceptions regarding autism, the research aims to increase
awareness regarding adverse impacts on care for children.
Use this Slide for Quantitative Studies:
VariablesVariableConceptual DefinitionOperational
DefinitionMeasurement LevelInstrument/Data SourceCultural
beliefsBelief in something based on ethnic traditions, values,
and norms. Mediating factors within the society that determine
an individual’s decision regarding treatment and
status Enrollments of parents into Group based Acceptance
Training Programs (ATP)Engagement of parents in
ATPs Parental denial (dependent)Refusal of parents to accept
their children's’ condition as autism Impact of cultural factors
on perception of parents about autism Parental health seeking
behaviors National State population-based estimates of
diagnosed autism patients
10/9/2019
CONFIDENTIAL
6
Use this Slide for Quantitative Studies:
Research Questions and Hypotheses
RQ1: What is the impact of autism on family members
H10 Autism does not lead to adverse impacts on the
relationships between family members
H1A Autism leads to adverse impacts on the relationships
between family members
RQ2: What are the impacts of autism on parental denial of
prevailing health conditions within their children?
H20 There is no significant correlation between sociocultural
factors and parental denial of the status of their children
H2A There is a significant correlation between sociocultural

factors and parental denial of the status of their children
10/9/2019
CONFIDENTIAL
7
Methodology Justification
QuantitativeSeminal sources describing quantitative
methodology:
Sheard, J. (2018). Research methods. Routledge.
Queirós et al., 2017Justification for quantitative:
The fundamental techniques for analyzing numerical data are
referred to as statistics. Statistical approaches are used to
organize, analyze, interpret, and visualize numerical data.
The fundamental techniques for analyzing numerical data are
referred to as statistics. Statistical approaches are used to
organize, analyze, interpret, and visualize numerical data.
CONFIDENTIAL
In contrast to qualitative research, quantitative research deals

with numerical data or data that may be translated into numbers.
The fundamental techniques for analyzing numerical data ar e
called statistics, and statistical approaches are used to organize,
analyze, interpret, and visualize numerical data. Statistics is a
vast subject having applications in a wide variety of disciplines,
including information systems and other fields of information
research. With the development of computers, particularly
personal computers, access to statistical techniques for handling
and analyzing data has increased.
8
Feasibility - Slide 1
Resources for study:
Computer
Internet Connectivity
Institutional Review Board Approval
Ethical Concerns:
Privacy and confidentiality
Exclude identifying information during the data collection stage
Institutional Review Board (IRB) approval
Informed Consent
Provision of consent forms before research
CONFIDENTIAL
Slide Requirements:
Since the research will involve using empirical data evidence,
there will be a need to obtain consent from the Institutional
Review Board.
(IRB) to make sure that the research subjects are adequately
protected throughout the research. However, additional research
from secondary sources will be needed to support research
findings obtained from credible sources such as google scholar

and other PsycNET. These sources will facilitate the
development of adequate background for conducting the
research.
Ethical Concerns/Considerations
Ethical considerations for the research include the privacy and
confidentiality of patients. The information provided by
participants will eliminate identifying information such as
names to reduce the risks of connecting participants to the
research. In addition, there is also the issue of informed
consent, where individuals will be presented with consent forms
that explain the study, their roles, and rights during the
research. Despite the various risks, the participants will gain by
identifying evidence-based strategies for mitigating the
prevalence of factors that lead parents into denial and mental
health issues that might arise due to the presence of autistic
children in parents and family in general.
Feasibility Concerns
Some of the most prevalent challenges likely to be encountered
involve a lack of sufficient information from online sources and
insufficient availability of resources for conducting the study.
However, prior preparation will ensure all instruments and tools
for the analysis. An example is obtaining IRB approval earlier
to avoid delays. Based on the information collected, the study is
feasible since it describes the underlying factors for parental
denial of autism which is a significant determinant of health-
seeking behaviors by the parents.
List of References
Altiere, M. J., & Von Kluge, S. (2009). Searching for
autism. Journal of Intellectual & Developmental
Disability, 34(2), 142-
152. https://doi.org/10.1080/13668250902845202
Angell, A. M., Empey, A., & Zuckerman, K. E. (2018). A
review of diagnosis and service disparities among children with

autism from racial and ethnic minority groups in the United
States. International Review of Research in Developmental
Disabilities, 145-
180. https://doi.org/10.1016/bs.irrdd.2018.08.003
experiences navigating the fragmented professional care system
for autism. Social Science & Medicine, 215, 61-
68. https://doi.org/10.1016/j.socscimed.2018.08.039
Farooq, A., & Ahmed, S. (2020). Sociocultural barriers to early
diagnosis of autism spectrum disorder. Life and Science, 1(4),
6. https://doi.org/10.37185/lns.1.1.106
CONFIDENTIAL
Slide Requirements:
Include a fully APA 7.0 correctly formatted reference for each
citation used in the preceding slides. Add List of References
slide as needed so that ALL quotations in your presentation are
listed.
adjustment to autism: Exploring the roles of autism knowledge
and culture. Journal of Pediatric Psychology, 45(8), 877-
886. https://doi.org/10.1093/jpepsy/jsaa044
Kang-Yi, C. D., Grinker, R. R., Beidas, R., Agha, A.,
Russell, R., Shah, S. B., Shea, K., & Mandell, D. S. (2018).
Influence of community-level cultural beliefs about autism on
families’ and professionals’ care for children. Transcultural
Psychiatry, 55(5), 623-
647. https://doi.org/10.1177/1363461518779831
Magalhães, J. M., Rodrigues, T. A., Neta, M. M.,
Damasceno, C. K., Sousa, K. H., & Arisawa, E. Â. (2021).
Experiences of family members of children diagnosed with
autism spectrum disorder. Revista Gaúcha de

Enfermagem, 42. https://doi.org/10.1590/1983-
1447.2021.20200437
and psychological well-being in parents of children with autism
spectrum disorders: A double ABCX model. Journal of
Intellectual Disability Research, 58(5), 442-
458. https://doi.org/10.1111/jir.12042
CONFIDENTIAL
Queirós, A., Faria, D., & Almeida, F. (2017). The fundamental
techniques for analyzing numerical data are referred to as
statistics.' Statistical approaches are used to organize, analyze,
interpret, and visualize numerical data. European Journal of
Education Studies, 3(9). https://doi.org/ 10.5281/zenodo.887089
Sheard, J. (2018). Research methods. Routledge.
U.S. Census Bureau. (2018). Facts for features: Hispanic
heritage month 2018.
Census.gov. https://www.census.gov/newsroom/facts-for-
features/2018/hispanic-heritage-month.html
relationship with early diagnosis. Journal of Developmental &
Behavioral Pediatrics, 35(8), 522-
532. https://doi.org/10.1097/dbp.0000000000000091
CONFIDENTIAL

Rosaline Nixon
RES 831 Foundations of Research Design 1
April 26, 2022
CONFIDENTIAL
1
. •There is a small population in the US living with autism
•Autism Spectrum disorder affects minority communities
disproportionally compared to whites. There is lower
accessibility of available services for ASD treatment across
different ethnic communities
10/9/2019
CONFIDENTIAL
According to the national state population-based estimates,
there is a small population of individuals living with autism
spectrum disorder (ASD). However, there is a lack of a
monitoring system for the condition's prevalence within the
population. The estimates for Louisiana and Massachusetts
include 1.97% and 2.42 respectively. Approximately 5,437,988
U.S. adults under 18 and above living with ASD in the U.S.
However, most adults usually deny having autism hence
affecting the treatment of the disease. An example is where
mothers in Brazil have mixed reactions, including denial and
acceptance, when taking care of children with autism. In
addition, they are exposed to more sadness when learning how
to take care of children with autism (Magalhaes et al., 2021).
Disparities in service usage for autism spectrum disorder
(ASD), including limited access and use, disproportionately

affect racial and ethnic minority families (Angell, Empey, &
Zuckerman, 2018). Latinos are the country's largest racial and
ethnic minority group and are predicted to continue expanding
faster than other racial and ethnic groupings (U.S. Census
Bureau, 2018). Latino families with autistic children continue to
be underrepresented in autism research and underserved by an
autism diagnosis and intervention programs (Angell et al.,
2018). Latino children with ASD are identified later, get less
specialized treatment services, and have worse unmet service
requirements than White, United States-born children (Angell et
al., 2018). These inequalities in ASD prevalence have conti nued
over time and have occasionally been worse for Latino
households than White, US-born families.
2
Theoretical foundation
ABC-X Theory
A- Stressor event
B- Available resources for a family
C- Perception
X- Probability of an event occurring
10/9/2019
CONFIDENTIAL
The ABC-X model is mainly applied in analyzing hardships
encountered by families when trying to cope with stress. A
represents the stressor event, while B represents avai lable
resources for a family. C finally represents the perception of a
family towards a specific stressor, and X ultimately means the
probability of an event occurring. Thus, the study variables to
be used in the research as stressor event (A) include the
presence of a family member with autism.

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