MEETING THE NEEDS OF CHILDREN WITH

AUTISM SPECTRUM DISORDER: EARLY

INTERVENTION EXPERIENCES OF
FILIPINO PARENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 334-340
Document ID: 2023PEMJ965
DOI: 10.5281/zenodo.8191312
Manuscript Accepted: 2023-26-7
Psych Educ, 2023, 11: 334-340, Document ID:2023 PEMJ965, doi:10.5281/zenodo.8191312, ISSN 2822-4353
Research Article

Meeting the Needs of Children with Autism Spectrum Disorder:

Early Intervention Experiences of Filipino Parents
Louise Leosala*
For affiliations and correspondence, see the last page.
Abstract
Many studies have described family experiences on raising a child with Autism Spectrum Disorder
(ASD) for most of the population; however, there is less emphasis on the impact of autism in
culturally diverse families, specifically in the Philippine setting. This phenomenological study
explored the lived experiences of Filipino parents on meeting the needs of children with ASD and
how they cope with its demands. Using a semi-structured interview, data were gathered from 10
Filipino parents of children ages 3 to 8 years with ASD who are receiving early childhood
intervention. Interviews were transcribed and data were analyzed which resulted in 10 major themes
(a) Meeting the Child’s Needs, (b) My Unique Child, (c) Sense of Fulfilment, (d) A Challenging
Task, (e) Supportive Service Delivery, (f) Barriers on Service Delivery, (g) Changing Family
Dynamics, (h) Seeking for Information, (i) Getting Involved, and (j) Move from Denial to
Acceptance which were categorized into textural and structural descriptions of the phenomenon. This
study concluded that the parents lived through unique experiences and adapted coping mechanisms
which were distinct to each family as every child with ASD presented with unique needs.

Keywords: children with autism spectrum disorder, early intervention, filipino parents, lived experiences

Introduction After the diagnosis of ASD is confirmed, appropriate

Autism Spectrum Disorder (ASD) refers to a broad
range of conditions typically characterized by deficits
in social interaction, communication, and by restricted,
repetitive, and stereotyped patterns of behavior
(Yochum, 2016). This spectrum of deficits which
appears in early childhood may range from very mild
to severe. Two children with the same diagnosis of
ASD may behave differently and may have vastly
different skills, levels of cognition, and sensory or
medical needs. Some children exhibit relatively mild
symptoms that are present in individuals with high-
functioning autism. while others display severe
inability to communicate, have cognitive impairments,
and challenging behaviors.
In the past, Autism was a relatively rare disorder,
occurring in 4 to 5 cases per 10,000 in the 1940s and
increasing to 10 per 10,000 in the 1990s. By 2022,
approximately one out of 100 children are diagnosed
with autism spectrum disorder around the world. Many
studies have outlined the increasing number of
children diagnosed with ASD over time within and
across sociodemographic groups (Fombonne, 2018;
Zeidan et al., 2022). With the rise in ASD diagnoses
and its lifelong duration, early intervention is
important. It has been discussed by Maksimović
(2023) that early treatment is a key to improving
communication, social skills, and decreasing
challenging behaviors for children with ASD.
treatment and evidence-based interventions need to be
determined which may include a variety of approaches
such as occupational therapy, speech therapy, physical
therapy, special education, and vocational training,
among other nonpharmacologic interventions (Persico
et al., 2019). In addition, it would be necessary to
establish supports within the home and community for
the child and the family to gain additional help and
care. As each child with Autism presents with different
strengths, needs, and behavioral issues; therefore, each
family has their own specific requirements that need to
be met to provide for their child.
Early childhood are important years in any child's life.
During the first years of schooling, children are still
totally dependent on their families specifically their
parents to safeguard them. Parents are most probably
the first people who are closely involved with their
child’s education throughout their entire school years.
They are likely to be the most affected by the
outcomes of any schooling decisions (Mitchell, 2013).
Even if children are in the care of the teachers for
many hours, they always return to their family, where
much of the learning and development happen. When
teachers work with families and support them in their
goals, a huge impact is made on the lives of the
children. It is important to provide for children with
ASD a sense of continuity between home and school
experiences, which can be ensured through
partnerships between the early intervention service
providers and the parents (Darling-Hammond, 2020).

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Research Article
This home-school collaboration is critical in making
intervention decisions for the child.
Many studies have described family experiences on
raising a child with ASD for most of the population;
however, there is less emphasis on the impact of
autism in culturally diverse families, specifically in the
Philippine setting and how the parents specifically
adapt to raising a child with autism. At present, the
continuous increase of the prevalence of ASD creates a
need for educational professionals to understand and
provide responsive services that meet the unique needs
of each family, who often face personal, financial, and
emotional challenges.The researcher aims to contribute
to Psychology and Education by exploring what
Filipino parents experience in having a child with ASD
in the early years of intervention through this
phenomenological research. By understanding how
Filipino parents experience life with their child with
ASD and gain services for their child, professionals
can provide individualized services and improve
supports that are relevant and responsive to the unique
needs of each family.
Research Questions
This study specifically sought to answer the following
questions:
1. What is the lived experience of Filipino parents of
children with Autism Spectrum Disorder in the early
years of intervention?
2. How do parents cope with the demands of having a
child with Autism Spectrum Disorder in the early
years of intervention?
Methodology
A qualitative research methodology specifically
phenomenology was used in capturing the experiences
of participants and facilitating an open dialogue with
Filipino parents of children with ASD. The purpose of
conducting a phenomenological study is to describe
and interpret the experiences of participants to
understand the meaning of the experience. The basis of
phenomenology is that there are multiple ways of
interpreting the same experience or event, and that the
meaning of the experience to each participant is what
is used as primary data. A phenomenological study
focuses more on the consciousness of human
experiences (Neubauer et al., 2019).
Louise Leosala
Participants of the Study
The participants in this study were selected because
they have lived the experiences being investigated and
were willing to share their thoughts about their
experiences. Ten Filipino parents were chosen as
participants using purposive sampling. The following
were the inclusion criteria for the participants: (a)
Filipino couple, (b) Parent of a child with a diagnosis
of or at risk for ASD, between the ages of 3 years and
8 years, (c) Parent’s child had a diagnosis of ASD for
at least 6 months; (d) Parent’s child is receiving any of
the early childhood intervention such as Special
Education, Occupational Therapy, Speech Therapy,
Physical Therapy, during the time of research data
collection.
Instrumentation and Validation of the Instrument
Three sources of data were utilized in data gathering
which were (a) parent interviews, (b) observations
through field notes, and (c) documents. A semi-
structured interview guide was used for the parent
interviews. Observations were recorded as field notes.
Field notes were detailed written descriptions of what
was observed during the interview process. As much
detail as possible were recorded including direct
quotes and non-verbal responses of the participants.
Documents were also used to support the data obtained
from interviews and observations. Accepted
documents include a referral from the developmental
pediatrician, Individualized Education Plan (IEP),
Initial Evaluation reports, and Progress Reports. The
use of multiple data sources parent interviews,
observations through field notes, and documents
provided for triangulation of the data.
Pilot tests were performed prior to data collection to
ascertain that the interview questions align with the
research questions and to locate any problems with the
interview procedures. The pilot study also provided an
opportunity to become familiar with the use of the
recording equipment and interview procedures. To
verify the efficacy of the interview questions, the
questions were presented in English and Filipino to 2
bilingual parents to assure that questions are clear in
both languages. Revisions on the questions were made
after the pilot tests.
Revised interview questions were subjected to
validation of experts in the field of qualitative
research, neurodevelopmental disorders specifically
ASD, special educators, and therapists in the early
intervention setting. These experts provided feedback
and recommendations for validity and reliability. The
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Research Article

interview with the participants commenced after the

interview questions were validated by experts.To
ensure validity of the participant’s responses in the
interviews, the researcher utilized member checking
after each interview. The researcher asked the
participants to review interview responses as repeated
by the researcher, and the participants confirmed. The
researcher summarized notes at the end of the
interview to check whether the notes accurately reflect
the point of view of the participants.
Procedures of the Study
The p articip an t s were r ecru ited thro ugh
recommendations from selected private schools with
an early intervention program for children with ASD.
Initial contact was done through online messaging to
arrange a meeting with the participants and to explain
the details of the study. When the parents expressed
their willingness to take part in the study, the one-on-
one interview sessions were arranged at a location and
time agreed upon by the parent and the researcher.
Before the interview, the consent form was explained
to each participant. Two separate interviews were
conducted with each lasting approximately 30-45
minutes per participant. The interviews were spaced at
an interval of three days. This process allowed the
researcher to establish a more authentic relationship
with the participants and allowed the participants to
fully explore the experience more. Each of the two
interviews had a specific focus: (a) details of the
experience of having a child with ASD and (b)
interactions with early intervention service providers.
Observation through field notes were used to help
describe the environment and the reactions of the
parents. The researcher took time immediately after
the interview to write the observations in the field
notes. All interviews were transcribed.
Qualitative Analysis
Moustakas’s (1994) seven-step phenomenological data
analyzing procedure was utilized for the treatment and
analysis of data in this study. The goal of the analysis
was to discover patterns in the participant responses.
Specific data elements were organized and synthesized
to derive the patterns and ideas that will form the basis
of the conclusions.
contained an introduction about the researcher,
background information with the purpose of the study,
procedures, risks and benefits, statement of
confidentiality, voluntary nature of the study, and a
statement of consent. The researcher also obtained the
permission of the participants regarding audio and
video recording of the one-on-one interview for
accurate transcription of the responses. All audio
records of the research interviews were coded to
ensure anonymity and confidentiality of the
participants’ data.
Results and Discussion
Bracketing, the initial stage in the phenomenological
analysis, was done by reporting of the researcher’s
personal experiences in the clinical and special
education settings in relation to the phenomenon being
studied. Prior to presenting the data gathered, the
researcher provided a full description of her personal
experiences to set them aside to ensure a fresh
perspective of the phenomenon and to direct the focus
to the participants and the phenomenon that they have
experienced.
Horizontalization was done by presenting a list of
significant statements from the interviews which were
noteworthy in answering the central questions of the
study. These statements were treated of equal value in
describing the participants’ experiences of the
phenomenon. Theme clustering was done by
analyzing, outlining, and grouping the significant
statements into larger units of information called
themes. After a detailed examination of the significant
statements and the entirety of the verbatim responses
shared by the participants, the researcher was able to
identify 10 theme clusters which were divided into
textural themes and structural themes to answer the
central questions of the study.

Ethical Considerations

Ethical standards were maintained throughout the

course of this study. An informed consent form was
obtained from all the participants. The consent form

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Research Article
Theme clustering was done by analyzing, outlining,
and grouping the significant statements into larger
units of information called themes. After a detailed
examination of the significant statements and the
entirety of the verbatim responses shared by the
participants, the researcher was able to identify 10
theme clusters which were divided into textural themes
and structural themes to answer the central questions
of the study.
Louise Leosala
Textural Themes: As to what parents of children
with Autism Spectrum Disorder experienced in
Early Intervention
Theme 1: Meeting the Child’s Needs
After the diagnosis of ASD is confirmed by the
parents, it was a necessity to meet the child’s needs by
first establishing support within the home, as the
parents are the closest social system of the child. As
each child with ASD presented with different strengths
and needs, so as each of the parents had their own
ways of becoming involved to meet the needs of their
child with ASD. Some of the participants provided the
necessary care for their children by becoming full-time
parents while the others met their child’s needs
primarily by working. The division of roles of mother
and father on single-income families was also evident
from the responses in the study, where fathers were
geared towards being providers and mothers were
inclined to being hands-on parents.
Theme 2: My Unique Child
Parents have described their child both positively and
negatively, as each child with ASD presented with
unique characteristics. Parents have positively
described their child with ASD by recounting their
personal strengths and abilities. The parents also
described their child with ASD through the range of
impairments associated with the diagnosis which is
characterized by impairments in reciprocal social
interaction and communication and the presence of
stereotyped behaviors, restricted interests, and
activities.
Theme 3: A Sense of Fulfilment
Early intervention services and supports made a
positive difference in the lives of children with ASD
and their families as reported by their parents. The
interview responses have revealed the improvements
of the child with ASD which were regarded as happy
and fulfilling experiences by their parents. The parents
also felt a sense of fulfilment when they taught and
implemented the strategies at home for their child with
ASD, and when they were able to provide for their
child’s needs financially.
Theme 4: A Challenging Task
Parents reported as being stressed which was attributed
to the child's lack of reciprocity to their parents and the
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Research Article
child's disruptive or embarrassing acts, especially in
public places. These behaviors placed restrictions on
family activities and interactions with others. The
parents have shared notable experiences on their
child’s socially inappropriate behaviors in public
places. Unanimous responses from the parents also
showed their difficulty in managing their child’s
behavior. The parents’ efforts to meet the needs of
their child with ASD also affected the families’
finances. Parents have reported having debts and
difficulty to sustain the early intervention programs
because of the hefty amount of money exhausted for
acquiring the early intervention services needed by
their child with ASD.
Theme 5: Supportive Service Delivery
Parents benefitted from on-going communication with
service providers because they remained up to date
about their child’s development and school progress
and it increased the opportunities for them to seek the
guidance of trained service providers to assist them
with concerns related to their child’s care and
education. The parents also described the service
providers as supportive, knowledgeable, and
competent in providing the services for their child.
They have expressed their satisfaction on the approach
of service providers, specifically the teachers, and the
therapists. Developmental trajectories have also been
reported by parents when they sent their child with
ASD to early intervention programs. The responses
from the participants considered on-going
communication, positive approach of the service
providers, and developmental gains as manifestations
of a supportive service delivery.
Theme 6: Barriers in Service Delivery
Parents reported that their lack of knowledge about the
services and management techniques for their child
with ASD and their lack of time to participate in the
interventions were barriers in acquiring the services
for their child. Among the concerns of parents in the
service delivery is the lack of information and the
parents’ lack time to coordinate and implement
services for their child.
Structural Themes: As to how parents coped with
the demands of having children with Autism
Spectrum Disorder in the early years of
intervention
Having a child with ASD often placed the parents in a
stressful condition. Parental stress therefore demanded
extra effort from the parents in dealing with the
Louise Leosala
demands of everyday living in raising their children
with ASD.
Theme 7: Changing Family Dynamics
Change in family dynamics is a coping mechanism for
parents with a child with ASD. Some of the parents
wanted to provide the necessary care for their children
with ASD by becoming full-time parents; while others
wanted to provide the needs of their children by trying
to earn additional income. Parents tried to meet the
child’s needs by moving from employment to being
hands-on parents, from being one-income to becoming
dual-earner families, and by lessening the time they
spent for leisure activities outside of home.
Theme 8: Seeking for Information
Families needed the support of professionals to be able
to adjust to the emotional demands of caring for a
child with ASD. Parents expressed that they seek
information from professionals such as doctors,
therapists, and teachers. They also engaged in self-
initiated learning by reading on studies about handling
children with ASD and by attending relevant talks and
seminars which they could learn from. Parents also
benefitted from informal, non-structured interaction
with the school-based community such as with co-
parents of children with ASD.
Theme 9: Getting Involved
Collaboration was deemed necessary to ensure that the
service providers that work with the child with ASD
and the family agree on the goals and strategies for the
child. Parent-teacher collaboration were evident in the
responses of the participants. Parents were also
involved in home follow-up interventions for their
children with the help of professionals.
Theme 10: The Move from Denial to Acceptance
Coping strategies of parents involved efforts to face
the stressful situations being experienced. Parents
initially experienced a feeling of denial when they first
learned about their child’s diagnosis of ASD. The
feeling of anxiety also became apparent through the
similar responses of the parent’s desperation and
expectation of immediate recovery of the child from
the diagnosis of ASD. Despite undergoing feelings of
denial and anxiety, the parents still found ways to cope
from the feelings of distress. They have shared
optimistic realizations to positively deal with their
child’s condition, needs, and demands. Parents also
looked upon having children with ASD in a spiritual
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Research Article
approach by regarding their child as a divine
providence. The responses also showed the parent’s
emotional shift from feelings of denial and anxiety
towards positive insights on their move to adjustment
in having a child with ASD.
Textural Description
The six theme clusters answering the first central
question, what is the lived experience of parents of
children with ASD in the early years of intervention,
presented the contrasting forms of parent involvement
on a child with ASD. Despite opposing forms of parent
involvement and division of roles of a mother and
father in single earner families, both full-time parents
and working parents shared the same goal of providing
for the child’s various needs and demands. All the
parents described their child with ASD both positively
by their unique strengths and negatively by the range
of impairments and unique needs brought by the
condition, which the parents have lived through.
Consequently, parents have shared both positive and
negative experiences in living with their child with
ASD. Positive experiences brought them feelings of
fulfillment which generally included witnessing the
improvements on their child, teaching the child
effectively, and financing the child’s needs. On the
other hand, the negative experiences of parents which
they considered challenging and difficult were the
child’s socially inappropriate behaviors in public
places, managing behavior and financial demands of
the child. Providing the financial need of the child with
ASD was deemed as both a fulfillment and a challenge
for the families. Analysis of the parent’s experiences
with the service providers showed that a supportive
service delivery consisted of on-going communication
between home and school, responsive service
providers (Coogle & Hanline, 2016), and
developmental gains for the child with ASD (Factor et
al., 2012). Barriers in service delivery were the
parents’ lack of knowledge in handling the child’s
behaviors and the lack of time to implement the
intervention for their child at home (Hosseinpour et al.,
2022).
Structural Description
The remaining four theme clusters answering the
second central question, how do parents cope with the
demands of having children with ASD in the early
years of intervention, enumerated the different coping
mechanisms of parents faced with the everyday
challenges and demands in raising their children with
ASD. Parents took various adjustments to meet their
child’s needs such as halting work duties to give way
Louise Leosala
for their child's interventions and parents participating
less in recreational activities outside home to give
more time for the child’s needs. Personal involvement
of parents with their children is considered as the most
important coping which is supported by the cultural
practice of the Filipinos where the family is regarded
as the most important social group. Parents also cope
with the demands through seeking employment
primarily because of the economic necessity to sustain
the needs of the child with ASD. Parents also
identified seeking medical and educational help from
professionals who are experts with children with
neurodevelopmental disabilities. Interpretation of data
also revealed that parents tend to rely on self-learning
due to lack of information and knowledge about
managing their child with ASD (Hosseinpour et al.,
2022). Parents have also benefitted from informal,
non-structured interaction with the school-based
community. In addition to dealing with the common
multifaceted aspects of parenting, families of children
with ASD also cope with emotional strains (Al-Oran et
al., 2022). There is an emotional move from feelings
of denial and anxiety towards adjustment which was
expressed in the positive insights of the parents.
Essence
Through the scrupulous attention to details covered in
the structural and textural descriptions, the researcher
in search for universality in the target phenomenon
came across with similar views. The participant’s
shared experiences eventually led the researcher to
fortify the notion that each child with autism presents
with different strengths, impairments, and behavioral
issues; therefore, each family has their own coping
mechanisms and specific requirements that need to be
met to provide for their child. Parents of children with
ASD find it challenging to cope with the demands and
needs of their child which requires home-school
collaboration, follow-up interventions, seeking and
applying of knowledge regarding the diagnosis, and
sustaining financial needs. Parents of children with
ASD, though confronted with the demands of their
child, still hold positive insights from their experience.
They hope to provide and support the needs of their
child as much as they can and overcome the challenges
through ways that could best help their child with
ASD.
Verification
The researcher got in touch with the participants
through personally revisiting them and through
electronic mailing. A hard and soft copy of the
interview’s verbatim transcription was given to each
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Research Article
participant for verification. Their corrections were
equally considered to assure accuracy and reliability of
qualitative data.
Conclusion
Based on the findings of the study, the following
conclusions were drawn: (1) The parents of children
with ASD experienced both positive and negative
experiences which are unique to each family as every
child with ASD presented with unique strengths and
needs. (2) The parents used various coping
mechanisms to meet the unique needs of their child
with ASD and to positively adjust despite the
challenges and demands experienced in the early years
of intervention.
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Affiliations and Corresponding Information
Louise Leosala
De La Salle Medical and
Health Sciences Institute - Philippines
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