Abstract
Theories of adult learning and development are reviewed in detail, in order to demonstrate the complexity of the parent and professional roles in caring for children with autism and the many potential opportunities for better outcomes when this information informs practice. A focus on process not just outcome, e.g., on reflection, continuous learning and improvement, experiential learning, and on ongoing parent development, offers an alternative to current problem-focused approaches to working with parents and all who care for children with autism. Examples are provided to elucidate theories whenever possible. Assumptions underlying adult learning are delineated as are implications for practice. Social-cultural context considerations and the perspective of parenting education theory, research, and practice are integrated throughout. Stages of adult learning are presented as are the many rich theories of how parents think (cognitive domain) and feel (affective domain) and how that affects their behavior. Heath’s (2001, 2014) caring decision-making process which synthesizes adult learning, developmental theories, and best practices is described in detail as are the ego processes of parents. Links to additional practical resources are provided including the professional association, the National Parenting Education Network (npen.org).
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McDermott, D.R. (2018). Parents as Developing Adults and Developing Adult Learners. In: Siller, M., Morgan, L. (eds) Handbook of Parent-Implemented Interventions for Very Young Children with Autism. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-90994-3_11
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