Introduction
Methods
Participants
Qualitative Interviews
Data Analysis
Results
Implications of litigation |
Expressing dissatisfaction with the outcomes of litigation |
Arguing for guaranteed funding for autism interventions |
Parents in the Lurch |
Learning about autism and seeking early intervention |
Adopting a pragmatic approach to children’s outcomes |
Attesting to the impact of autism on families |
Championing their children’s needs |
Becoming advocates for all children with autism |
“Paying it forward” to the next generation |
Disagreeing on the best ways to influence policy |
Policymakers in the crucible |
Coping with the intensity of the public debates |
Acknowledging parents as exemplary advocates |
Collaborating with parents and researchers |
Expressing regret about adversarial and reactive policymaking |
Balancing investments in autism and other childhood conditions |
Crediting parents with the strategic use of research evidence |
Researchers in the Mix |
Expressing empathy for children with autism and their families |
Developing intervention programs to support children and families |
Engaging with policymakers |
Using research evidence to inform policy and practice |
Children in the Balance |
Expanding services across the autism spectrum |
Extending autism services throughout the school years |
Supporting young people during the transition to adulthood and beyond |
Addressing socioeconomic and geographic inequities |
Providing more comprehensive services |
Doing more for all children |
Implications of Litigation
Expressing Dissatisfaction with the Outcomes of Litigation
Parent: The policy changes and the programs that have developed were primarily the result of litigation and that’s not a really good way of developing policy. A lot of the problems we’ve had are because this wasn’t developed through policymakers sitting down and thinking about how they could work out a good program. This was the result of litigation.
Policymaker: We had to move very quickly to get services out the door. There wasn’t a lot of time for thoughtful, careful consideration and dialogue with experts in the area as to strategies that we could put in place that would be effective for kids. So another challenge for us now is taking a step back, taking a breath and saying, we may not be totally pleased with what’s happening, but it gives us an opportunity to revisit some of those policy decisions that were made because of political pressure.
Arguing for Guaranteed Funding for Autism Interventions
Parent: If you’re autistic or if you have a child with autism, your core health needs in this country are not being met. It’s very straightforward. It’s a question of right or wrong.
Parent: We’re not asking for someone to hold our hand, but up until 5 years ago when our son was diagnosed, it was my understanding that if you got sick in Canada, you got taken care of.
Parents in the Lurch
Learning About Autism and Seeking Early Interventions
Parent: We’re told we need to do something, we need to do it very intensively, and we need to do it soon. So parents are left with a real vulnerability. Maybe they’ve been told that, say, ABA is the way to go, because that one’s got the most science behind it. So there’s this incredible burden. Here’s this diagnosis. I’m not going to get government help. I’m told this is what I ought to do. It’s 40 to 60 to 80 thousand dollars a year. But if I don’t do it, I’m somehow depriving my child.
Adopting a Pragmatic Approach to Children’s Outcomes
Parent: I’m hoping that with my oldest boy, intervention is going to provide him with the ability to eventually live independently and support himself, and if he can do that, we’ll be delighted. Now my youngest son, no, he’s going to need supervised, supported care all of his life. He has a 40-hour-a-week intensive program, he’s making huge gains, but he still has no cognitive understanding of danger, he has a lot of echolalic language, most people don’t understand what he’s saying. But he can dress himself, he ties his shoes, he can use the toilet. That’s what intervention has done for him. Without intervention, he’d still be in a diaper.
Attesting to the Impact of Autism on Families
Parent: The marriage so far? We’ve celebrated 20 years already. But I think of all the things we neglect, because autism has put that heavy blanket on the family, and it’s taken us down. We don’t get to travel, because we can’t afford it. We don’t get to do this or that, because financially we’re not there, or it’s not going to be the best fit for my daughter.
Parent: The child with autism takes up so much energy. You’re fighting these different systems that are supposed to be there to help you. You’re trying to work all these extra hours to do some type of therapy or intervention. You never go to bed at night, ever, thinking, “I did enough today.”
Championing Their Children’s Needs
Parent: The social workers didn’t know where to send him and at that point they were saying, maybe we could have him charged with an offense, then he would be eligible for the forensic institute. Well, you can imagine, because he was cognitively like a little child, he was my baby, although he had horrendous behaviour. And so we used every strategy we could to try to get him a place where they understood how to support him and give him the treatment that he needed.
Becoming Advocates for All Children with Autism
Parent: The group of parents who had been running the organization before me had been quite vocal and had pushed open the doors with government. So I just kind of stepped in and said: “Okay, we’re here, and you need to help us!” If an opportunity presented itself and people wanted to know about autism, we were there. We just started small, we got the ear of a few political party members, and the government then decided to start early intervention.
“Paying it Forward” to the Next Generation
Parent: That was the reason for me, organizing social events where people would come and they’re like, “I’ve never seen another child with autism,” so they thought that their life was so isolating and alone, and they just couldn’t imagine anyone else was living this life. So when they saw that they weren’t that different from this huge group of people here, it gave them a sense of community, which was really nice.
Parent: It started out very selfishly, obviously. When his pediatric neurologist first told us that he thought our son might be autistic, well, I was really disgusted by the complete lack of services in this province and in this city in particular. There was just nothing here. And so, early intensive intervention being the key, we started to work very furiously trying to get government to do something for us. It’s probably not going to do our son any good. But we still try to do as much as we can.
Disagreeing on the Best Ways to Influence Policy
Parent: We have to work in cooperation with the government, so we try to do this in a positive manner. Some of the families do not find that to be the fastest way to see change happen, so there are some more vocal families that are very upset.
Parent: I don’t know why they’re completely satisfied with what they’re getting. They’re not getting anything, and they’re not helping their children. I don’t understand it. I don’t know why we all can’t get together and demand services. You know, the squeaky wheel gets the grease.
Policymakers in the Crucible
Coping with the Intensity of the Public Debates
Policymaker: I was a special needs worker with responsibility for kids with autism. I worked very hard to make an inclusive setting for all kids with disabilities in our area. One of my key families had a child with autism who had totally exhausted all the resources we could offer and the family was at the end of their rope. And the only resource available was an institution. That’s when I decided that there needed to be alternatives, so I came into policy.
Policymaker: We care deeply about what we do or we wouldn’t be here.
Acknowledging Parents as Exemplary Advocates
Policymaker: This situation is sometimes attributed to parents advocating, as though somehow advocating is unfair. Well, in fact, this is more a lesson to people on how to advocate.
Collaborating with Parents and Researchers
Policymaker: We knew across the country that court cases were happening. I think the government knew that they could introduce something or something would be imposed upon them. We had a very sympathetic minister at the time, just an incredibly good guy, and he certainly met with the families and was very touched by their experiences and really fought hard to get the funding for the program. I think he feels quite good about having done it and I think the families were quite pleased that he really, truly listened to them and did do something for them.
Expressing Regret About Adversarial and Reactive Policymaking
Policymaker: In a very, very short timeframe—which I think is irresponsible—we had to come up with a program according to the ideal views of a few people who were connected, without any time to think about the risks and pitfalls, and no time to really ground it in research. It was done in reaction to courts. Our program wouldn’t even exist if it wasn’t for the lawyers saying, “We think there’s going to be a challenge, you better do something.” That’s the wrong way to make social policy.
Policymaker: It’s a double-edged sword having such a strong and well-organized parent lobby. On the one hand it’s a very small group of kids relative to the full range of other kids with very complex problems that we deal with in our ministry, but they certainly have the greatest share of the headlines, and it creates a lot of attention and action. The downside, though, is that sometimes that action is more reactive than strategically responsive. So it would be great if the parents and the policymakers were actually spending more time face to face and working together rather than being adversarial.
Balancing Investments in Autism and Other Childhood Conditions
Policymaker: At one point, we realized that we had to do for kids with autism what we would do for other children with disabilities. We were looking at consultation with families and it was recognized that that services for kids with autism were not unique, that there were a number of other groups of children that were not getting the types of services that their families wanted, or that research and best practices told us were effective and needed to be provided. It provided us a unique opportunity to really try and do a coordinated approach that would benefit all kids with disabilities and their families.
Policymaker: That will be one of the challenges over the next while. How do we continue to improve programs and services while balancing the attention kids with autism get against services and supports for kids with other kinds of special needs? We have lots of kids who don’t have such dedicated programs.
Crediting Parents with the Strategic Use of Research Evidence
Policymaker: Parents are always compelling. I know, because I’ve sat in on many meetings. When parents meet with ministers, it’s very compelling. But in the advocacy world, it’s helpful if you can move to, “Here’s five things to do and here’s the relative value and payoffs of those things and let’s continue to do the research.” The autism parents talk about the research. The mental health parents don’t, they just talk about getting help, and it’s just not as sophisticated a strategy.
Policymaker: The interesting thing about autism is that they’ve been able to demonstrate the need. But also, they’ve demonstrated that there are effective programs and services to meet the need. It’s not just an advocacy that says: “Give me more.” It’s an advocacy that says: “Here are the things that will help my kid, can we get more of those?” The argument for investing where there’s research is far more compelling than just, “give me more and I have no evidence.” I think that’s underappreciated.
Researchers in the Mix
Expressing Empathy for Children with Autism and their Families
Researcher: The intensity of the clinical research that we’re doing, in terms of how close you get to these families, I mean, there are weeks that there’s not a dry eye in the place, because a kid has deteriorated and it’s become really obvious and everybody’s walking around with a huge burden that week.
Researcher: One of the things that motivated me getting into research, into the clinical end, originally was the feeling that it really wasn’t ethically responsible to be doing research with this population without being able to give them something back.
Developing Intervention Programs to Support Children and Families
Researcher: I needed another project like a hole in the head [laughing], particularly one on that scale, so it wasn’t necessarily an easy decision to make, but it was such an incredible opportunity and did have the potential to make such a difference.
Engaging with Policymakers
Researcher: My time spent with the government? I see it as part of my duty to respond to their requests, so that’s what I do. Now if you ask me to evaluate if it’s making a difference, I have no idea. I’m unable to judge that. I hope it does. At least I give them the information I have, which is informed by the science.
Researcher: I used to get very pissed off at policymakers for not paying attention to evidence. I thought my responsibility ended at publishing, but that isn’t good enough. You have to listen carefully to policymakers’ questions. It’s not just the evidence that influences their decisions. There are a lot of other things as well. And, guess what? That’s the same thing as me as a clinician. It’s not just the evidence that influences whether I use this treatment for a kid or whatever. So it’s a matter of realizing that we’re all struggling with the same sorts of issues and so don’t be so arrogant.
Using Research Evidence to Inform Policy and Practice
Policymaker: I was appalled at the total lack of evidence that we had around decision-making and around expenditures for these kids and families. My clinical background from 100 years ago [laughing], just the nature of my training, it disturbed me, the invasiveness for families that some of the interventions seem to have, with very little science behind them to say whether they were making any difference or not. We actually could be doing far harm than good.
Policymaker: People were going to court saying, “We want this kind of intervention.” So you get caught up in this whole thing. Now, the ministry is trying to develop a common language across the province around what is evidence-based practice, so that there’s a better way to not only talk to parents about that, but to have that terminology better understood throughout the system. From a policy perspective, that’s an important step forward.
Children in the Balance
Expanding Services Across the Autism Spectrum
Parent: We’re very lucky. We have a wonderfully social, loving son. He’s a wonderful member of our family. We’re lucky that he’s able to participate in our life fully. Most families don’t have that. But what we’ve got is a child who’s completely non-verbal, so teaching my son has been very, very difficult. Every one of these children is so different. There is no one-size-fits-all.
Policymaker: I just dream of having researchers and service providers and parents all together just having rich dialogue about where are we going. Okay, these are the resources we have currently, so what could we do differently?
Researcher: There are a lot of programs that are not necessarily the best possible program, or not a good match for the specific child and family, so I think the urgency has to be tempered by what’s right for this child in this context.
Extending Autism Services Throughout the School Years
Parent: My son is the bravest person I’ve ever met. He needs to be honoured for getting up every single day and facing what he faces, not really feeling welcomed in the school system his whole life. He says things like, “Nobody liked me when I was little, but now I’m very popular.” But his idea of popular is that kids say “hi” to him. He still comes home from school and he’s alone.
Policymaker: One thing we will be dealing with is the boundary between 20 h of service per week for preschoolers, and full time inclusion in a classroom setting when you start kindergarten, and needing to find some ways to blur that boundary, to make sure that there are a broader set of people within the school system who have the basic understanding and skills needed to interact with kids with autism.
Researcher: It would be nice to have some continuity between what’s happening with kids in preschool and what the parents are learning then, and what happens to them when they go to school. But there’s a real disconnect between health and education in our province.
Supporting Young People During the Transition to Adulthood and Beyond
Parent: He’s still dependent on adults to break tasks down for him and help manage his behaviour if he gets overwhelmed. He’s heading into adulthood. How am I going to replicate that in the real world? Wherever he ends up working, he’s going to need an aide, because there was never a classroom that was able to teach him how to be independent.
Policymaker: I think it is just criminal that at the age of 18 these kids completely fall off the radar screen and have minimal supports available to them. We spend huge money and time in intervention until the age of 18 and then all of a sudden, it’s like the ship has sailed and you’re on your own in the ocean.
Researcher: One of the things we haven’t talked about is adults and what happens to adults. Because it’s a different ministry, different source of funding, they just get nothing compared to what the kids get and the early intervention gets.
Addressing Geographic and Socioeconomic Inequities
Parent: We’re happy and grateful for whatever we can get that government will pay for because we’ll access whatever else we need on our own money and coordinate that. But it just leaves me with a sick feeling whenever I generalize to the whole population of kids and families who are waiting for help.
Policymaker: Because we offer service to anyone who’s got autism, we see people that move here from other provinces to get service for their children. And that’s not the way life should be. People shouldn’t have to move to get help.
Researcher: I think it’s working fine for some families who can top it up with their own funding without having to put a second mortgage on their house and eat macaroni and cheese for the rest of their lives. It’s working okay for some families because the kid doesn’t need more than a few hours a week or the service provider’s really good. But the families with more impaired kids, for them the funding is a drop in the bucket, or for the immigrant families, or poor families, or Aboriginal families.
Providing More Comprehensive Services
Parent: The big issues going forward are maintaining the institutional memory of how the services evolved to where they are now, improving on those services, and addressing that this is a spectrum disorder and it’s a continuum issue, from diagnosis to death. The needs change. With my own son, we’ve seen the difference in what he required when he was 10 as opposed to when he’s 18. We’re not going to be here forever, so we want to be confident that there’s appropriate housing and care in place for him.
Policymaker: Autism is a lifelong disability. There needs to be a broad range of those services and supports available across the entire continuum because people are going to be in different places at different times throughout their lives.
Researcher: If everybody would keep their eye on the prize—the kids—people would be able to work together way better. The kids are the ones who I think can bring all of those groups together more, to really understand what it means to make a difference in a kid’s life and why it’s important.
Doing More for All Children
Parent: I have mixed feelings about it because I deal with other families who don’t have that autism diagnosis and they don’t have any hope of having any help, so it’s an unfair policy to others who desperately need help as well. But you still can’t ignore what’s happening with autism, with so many children receiving this diagnosis now.
Policymaker: So, parents of children with autism have forced us to take them into account in developing and delivering services. They’re a voice that needs to be heard and understood. If the parents of other children who are at-risk do not have the same ability to be heard, then we should be paying attention to them anyways, and we should make sure that we make our decisions around the services we offer based on what their needs are, whether they recognize them or not.
Researcher: There’s a backlash right now in society. People are resentful that so much money’s being spent on autism treatment. Why should we have special treatment for children with autism when there are other kids with developmental disorders for whom we don’t have specialized treatment programs? My take is, well, I don’t think we should not do something for some children because we can’t do it for all. I think we should be trying to do more for all.