An interview study of why parents conduct intensive ABA home training for their child with autism spectrum disorder: An analysis from the lens of the dialectical disability model

TY - JOUR

T1 - An interview study of why parents conduct intensive ABA home training for their child with autism spectrum disorder

T2 - An analysis from the lens of the dialectical disability model

AU - Andersen, Esther Ravn

AU - Bøttcher, Louise

AU - Dammeyer, Jesper

PY - 2017/4/3

Y1 - 2017/4/3

N2 - The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion.

AB - The number of parents undertaking an intensive home training programme of children with disabilities (e.g. Applied Behavioural Analysis) has increased. It reveals a paradox in current disability research and policies. On the one hand, policies in general are aimed at inclusion through movement of social barriers for participation, grounded in the social model of disability. On the other hand, intensive home training is based on the aim of rehabilitation through intensive training of individual cognitive and social skills, an approach grounded in a bio-medical model. Intensive home training programmes are supported by political legislation that enables parents to partake the training and hire the necessary helpers. How is this paradox viewed from the perspective of the parents? From the departure of the dialectical model of disability – and its central concepts of developmental incongruence, developmental time and social agency – two mothers practising home training with their children with autism disorder were interviewed about their motives for home training and subsequent experience with their child. Results showed that the motive to home training was to create a local congruence that allowed the child to thrive. Intensive home training also restored the mothers’ sense of agency vis-à-vis their child’s development. However, home training might not abolish the need for adaptations of the child’s social practices outside the family. It is discussed how societal support to home training risks to hinder higher order reorganisation of developmental opportunities that are necessary to actualise policy statements of inclusion.

KW - Faculty of Social Sciences

KW - Applied behavioural analysis (ABA)

KW - bio–psycho-social model of disability

KW - dialectical disability model

KW - home training of children with disabilities

U2 - 10.1080/08856257.2016.1223400

DO - 10.1080/08856257.2016.1223400

M3 - Journal article

SN - 0885-6257

VL - 32

SP - 270

EP - 286

JO - European Journal of Special Needs Education

JF - European Journal of Special Needs Education

IS - 2

ER -