Dealing with stress and intervention models in families with children with autism spectrum disorder

Abstract

Abstract Many academics working in the field of education have written about children with autism spectrum disorder (ASD) and its variant, specifically Asperger’s Syndrome. This research aims to analyze and assess the studies and psycho-pedagogical actions developed to understand the actual experience of the families around the stress derived from the presence of a child with ASD. To this end, the strategies used by the families to deal with this situation should be assessed. This paper presents a systematic review based on an exhaustive search in key databases involving a total of 16 updated studies, published between 2010 and 2020, and a selection process that looked at results from five perspectives: causes of stress, strategies used by fathers, mothers, and siblings to manage the stress, more frequent intervention models, and the importance of the family–school relationship in coping with the reality and needs of these children.