The Gifted Calling of Single Mothers Having

Children Diagnosed With Level 3 Autism

Spectrum Disorder: A Case Study

A research proposal presented to

The Faculty of Behavioral Sciences
College of Arts and Sciences University of the East – Manila

In partial fulfillment of the Requirements

For the Degree of Bachelor of Science
Major in Psychology

Presented by:

Gomez, Renz
Iringan, James
Manaloto, Engrid
Valenzuela, Dane
Vinuya, Vincent
Zosa, Elyza

Date

May 30, 2021

 Chapter 1

Introduction

Autism Spectrum Disorder (ASD) is a neuro-developmental condition based on

impairments in social interaction, communication, and behavior (American Psychiatric
Association, 2000). According to the Centers for Disease Control and Prevention (2016)
released findings, about 1 in 54 children have been identified with Autism Spectrum
Disorder, and these rates have been constantly increasing steadily each year
(Fombonne, 2003) making ASD one of the most common developmental disabilities.
Compared to other developmental deviations such as developmental intellectual
impairment, autism manifests itself not in developmental delays but rather in striking
deviations in development (Beauchesne & Kelley, 2004). The American Psychiatric
Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines
autism spectrum disorder as children who require substantial support (e.g., 24- hour
care), have marked severe deficits in social communication (e.g., little to no speech),
and manifest inflexible repetitive behaviors that appear frequently causing interference
to the child’s function (e.g., hand flapping, twirling in circles) (American Psychiatric
Association, 2013).

According to the Autism Society of the Philippines, (2018) Autism is a lifelong

developmental disability that affects a child's ability to communicate and interact with
others. In the Philippines, around 1 in 68 children is diagnosed to be within Autism
Spectrum Disorder. Parents often notice signs or symptoms during the first three years
of their child's life and often gradually develop over time. Children diagnosed with
autism spectrum disorder may experience worsening of their communication and social
skills after reaching developmental milestones at a normal pace. The severity of the
level 3 Autism Spectrum Disorder is defined by serious impairments of verbal and
nonverbal social communication abilities resulting in extreme functional impairments,
reduced social interaction initiation, and inadequate reaction to social overtures from
others. For example, a person with few words of understandable speech who seldom
initiates conversation and, when he or she does, uses uncommon approaches to satisfy
needs only, and responds to very direct social approaches. (Sanchack & Thomas,
2021). On the other hand, repetitive behavior may also signify active symptoms which
include Action inflexibility, severe difficulties dealing with transition, or other
restricted/repetitive habits that significantly impair functioning in all domains. Great
dissatisfaction/difficulty shifting one's attention or behavior. Initially, this level of autism
is requiring very substantial support from parents and professional guidance.
(Carpenter, 2013). Autism often remains undiagnosed until or after late preschool years,
adding to the fact that to this very day there is still no existing cure for ASD which may
indicate that the assistance that parents provide will not decrease as the child grow
older but will continue to increase (Beauchesne & Kelley, 2004)

As stated by Dyson, (1997) It is well recognized that raising a child with a

developmental disability confers exceptional caregiving and responsibility at the same
time, parents must continue to provide financially for their child’s special needs, which
might be hard to provide for a single parent as work might reduce the quality of support
they provide for their children. Parents shoulder these responsibilities in hopes that they
can provide a safe home environment for their gifted child and that their role is vital for a
child’s development (Ceka, 2016). Significant circumstances also arose to the
experiences of the single mothers primarily taking up the role as a parent to a child with
a Level 3 Autism Spectrum Disorder. It is a complex responsibility starting from the
pregnancy stage down to the process of parental support for primary interventions and
needs. (Gobrial, 2018). As the number of children diagnosed with autism continues to
increase, effective resources must be available to support parents in raising their
children (Hall and Graff, 2011). Single Mothers raising these children alone face all of
the pressures and stress that every mother with an ASD child faces, along with the
added problems and difficulty of single parenthood. (Dyches et al., 2015) According to
the (Philippine Statistic Authority, 2020) in the Philippines alone, it is estimated that
around 34.8 million are single parents. Unfortunately, however, there is still no available
data to know how many of these are single mothers who have a child with a level 3
autism spectrum. Moreover, despite the challenges in nursing their child with autism, it
is still evident that their child brings unconditional happiness and strength for parents to
strive hard and keep moving forward creating effective progress. (Myers et al., 2009).

Despite how difficult their condition can be, single mothers are underrepresented
in studies on raising children with ASD. Although single-mother families are becoming a
larger percentage of the population of most countries (McAuliffe et al., 2017). Due to
this, the research aims to investigate and explore the experience of a single mother in
providing parental support for their children with autism spectrum disorder and unravel
the in-depth context of single mothers' perspectives and experiences from identifying
their children`s active symptoms until to the interventions process on a daily case basis.

To explore a single mother`s subjective experiences of having a child diagnosed

with an autism spectrum level 3 disorder, a qualitative study specifically a case study
was utilized in which will be used to explore parent's perceptions and experiences.
Qualitative research has been recognized as offering a valuable approach to exploring
the meaning and subjective experiences and capturing the complexities of experience
in-depth (Willig and Stainton-Rogers, 2008).

Significance of the Study

The intent of this case study will focus on the experiences of single mothers
having children diagnosed with level 3 autism spectrum disorder which will be beneficial
for the following:

First, the different experiences of single mothers having children diagnosed with
level 3 autism spectrum disorder will unravel new knowledge and perspectives for
facing the same situation of caring for their children with special needs. This study will
serve as a guide for improving or developing parenting style and motivating mothers to
establish a more active relationship in nursing their children on a normal basis. As the
main participants in this research, the study may help them to become aware of the
different experiences that they encounter in raising a child with autism spectrum. The
study will also hear their voices and stories that could open different opportunities to
help them in their daily life challenges and needs.

The results could also bring enlightenment to society when it comes to

understanding the life experiences of a single mother taking care of their child with
autism. This study can give them knowledge on how to take care of their children with
autism. In that sense, the awareness of knowing and treating with the right manner a
child with autism will be practiced. In addition, the students may use the important
results of the study as a reference in gaining and enhancing their comprehension,
including benefits for the Filipino single mothers.

Furthermore, the study will help professionals and different organizations of

autism about the ways of educating the mothers and their children with different kinds of
needs to support them in making their daily life better. Furthermore, the ideas presented
in this study can give future researchers a source about the possible topic for new
research that can be conducted which relates to this study. This study can be their
cross-reference that can provide background knowledge about the experiences of a
Filipino single mother having children diagnosed with level 3 autism spectrum disorder.

Statement of the Problem

This study aims to find an answer to the questions that help the study to cope
with its main target and purpose. The researchers would like to answer the following
questions:

1. What are the perceptions of single mothers about Autism Spectrum Disorder?
 2. What are the experiences of single mothers of children diagnosed with Level 3
Autism Spectrum Disorder:
a. before the birth of the child
b. after the birth of the child
3. What parental support and care are provided by single mothers to their child
diagnosed with level 3 Autism Spectrum Disorder?
4. What are the ways of single mothers in sustaining their daily cost of living
including the needs of their child?
5. What insights are gained from single mothers in taking care of their children
diagnosed with level 3 Autism Spectrum Disorder?

Conceptual Framework

Figure 1. Conceptual Framework of the Study

 The conceptual framework presents the flow of the entire research that explores
the experiences of single mothers of children diagnosed with level 3 autism spectrum
disorder. The initiation of research has been conducted first to identify the topic and the
inquiry that the researcher will use and conduct. Next is defining and explaining the
experiences of Filipino single mothers on parental care and support for their child with
an autism spectrum disorder. In interviews and observations, the researchers will use
audiotape interviews and memoing in 3 participants. Afterward, transcribing and coding
of data gathered then analysis of interview responses, identifying themes, domain
generation, and lastly, finalizing the study.

Scope and Limitations

In gathering case study data, this study will use an interview method. Scientific
research has always consisted of distinct constraints, and optimal research designs are
unlikely (Patton, 1990). For that reason, because of its view, framework, and a limited
number of participants, this study has limitations.

In investigating the experiences of Filipino Single Mothers having Children

diagnosed with Level 3 Autism Spectrum Disorder, the research will adopt a view of
constructivism and transformative with feminism perspective and critical theory. The
major limitation of this study is that the study's data relied only on the participants'
willingness, sincerity, and openness to share their memories, experiences, and their
ability to remember these stories. The researchers will rely only on the ability to
understand their stories' meanings. The cultural, historical, and personal experiences of
the investigator influenced these interpretations (Creswell, 2013). In addition, the
analysis of the study results will be constrained by the researchers' perception of these
experiences.
 Lastly, this study is a small scale in qualitative research. The research sample
size is limited only to three (3) Single Mothers. All participants are part of a social media
private group commonly known as “Autism Community Philippines” which provides and
supports information for parents of children with Autism Spectrum Disorder in the
Philippines.

Definition of Terms

Autism Spectrum Disorder - Autism Spectrum Disorder (ASD) is a

neuro-developmental condition based on impairments in social interaction,
communication, and behavior (American Psychiatric Association, 2000).

Level 3 Autism Spectrum Disorder - A kind of autism disorder that requires very
substantial support. It marked difficulties in the aspects of verbal and nonverbal social
communication skills. Also, this level of autism is markedly odd, has restricted repetitive
behaviors, and noticeable difficulties changing focus or activities (Grossman, 2021).

Single Mothers - Single mothers primarily provide and support the needs of their
children diagnosed with level 3 autism spectrum disorder.

Children - A stage of life ages 1-13 (Britannica, 2021) diagnosed with level 3 autism
spectrum disorder.
 Chapter 2
Review of the Related Methodological, Conceptual, and Literature Studies

This chapter presents the various methodological, conceptual, and Literature

studies from articles, books, the internet, and theses to shed light on the different
important literature which was used to strengthen the study.

Figure 2. Literature Map of the Study

Qualitative Approach

Qualitative research has been widely used in many fields such as education,
philosophy, and psychology (Castleberry & Nolen, 2018). This research inquiry has an
array of approaches and methods which can be found within various research
disciplines. In the general degree, qualitative as a method is often identified as a
naturalistic, interpretation approach that aims to explore certain phenomena that hold
the method associated with words rather than numbers. (Medico & Delefosse, 2014). It
focuses on the intensity or duration of behavior that allows understanding the beliefs,
ideas, or motives in the occurring behavior. (Nnixon, 2014). Despite the inherited
diversity of qualitative research, it was described as a material practice that makes up
the visible world. It transforms the existing world into a series of presentations,
interviews, conversations, recordings, photographs, and fieldnotes. A qualitative
approach is intended to examine the study subjects in their natural setting to interpret or
analyze phenomena in the concept of meaning that people bring to them. (Denzin &
Lincolcn, 2011).

Qualitative approaches vary from different kinds and uses. It includes

ethnography, narrative, case study, and phenomenology. In most circumstances, the
use of qualitative inquiry depends on the researcher’s knowledge, experience, and
context of the study. Other factors such as participants’ availability and cultural context
are also said to be considered in choosing inquiry fit or a certain study of phenomena.
(Ormston et al., 2014). Some important features include the aim for directly providing an
in-depth and understanding of the existing world of research participants by learning the
process of how these subjects make sense of their material and social circumstances.
Another is the application of a non-standardized method of data sensitive to the context
of the study which can allow the emergence of issues. (Kim & Bradway, 2017).
 The descriptive nature of qualitative research allows the researcher to establish a
complex holistic picture in the natural setting. (Astin & Long, 2014). The method of this
inquiry aims to explore, describe or generate theories for socially dependent concepts
and complex human intentions and motivations. It mainly focuses on small numbers of
participants intended to analyze each account of personal experiences through
interviews, recording, and documentation as a strategy in collecting data. (Sullivan &
Sargeant, 2011). As a qualitative researcher, openness to the various concepts of
understanding is required to analyze and describe perceptions from the participants.
The objective of qualitative inquiry is not just about the meaning-making concept around
the phenomena but is dependent on the researcher`s motivation, knowledge, and
experiences to establish an effective study. (Khan, 2014).

In qualitative, the constructivism worldview proposes that an individual seeks to

understand and make meaning to the world as it exists (Creswell, 2014). It is an
epistemology and a meaning-making theory that emphasizes the nature of human
knowledge and the process of individual learning. (Patterson & Smith, 2011).
Constructivism is rooted in philosophy, psychology, sociology, and education. It is
considered as a scientific and meta-theory which defines the limitations and possibility
of daily life premise through humanity formation. (Sarita, 2017). In the constructivist
process, real knowledge and understanding are constructed based on the previous
personal experiences or background knowledge of an individual. In this manner, it
maintains or creates a new set of understanding and knowledge through the
interactions of what they already believed and the ideas or events which they already
encountered. (Barkin, 2015). Initially, across various definitions of constructivism as a
philosophy, it posits that the main idea of the process is the active engagement of an
individual to develop deeper understanding and knowledge in the meaning-making
essence, (Adom et al.., 2016).
 The constructivism paradigm emerged as a leading metaphor of human learning
in the 18th century as the interest for behaviorism and information processing
perspective arises. Various philosophers stated their ideology and criticism of
constructivism taking its process as a paradigm and theory of learning. (Amineh & Asl,
2015). As stated by Vico (1668–1744), the foundation of constructivist theory is the idea
of only “knowing” something is through making it. Through his work, Vico emphasizes
that knowing something depends upon the idea and perception of an individual to the
world as it exists. The capacity to think and keen observation is the way of knowledge
and understanding of the human and its environment. Moreover, constructivism in the
field of psychology and as a learning theory was also given light by the Swiss
developmental psychologist Jean Piaget. (Amineh & Asl, 2015). Piaget's theory argues
that the ability of an individual to produce knowledge is through his experiences. On the
other hand, his learning theory addresses how learning takes place between an
educator and the learner. The fundamental role of an educator is to facilitate and
enhance the understanding of the learner instead of focusing on the traditional practice
of providing resources and materials. (Riegler, 2011)

The constructivist research aims to offer the study that subjects a wide range of
questioning methods to allow each participant to attribute their significance to the event
or experience in discussion (Merriam & Tisdell, 2017). In this worldview, the goal is to
rely on the statement and perceptions of the participants in the study. Furthermore,
shared meaning and perceptions of the participant’s experiences from certain
phenomena will serve as a foundation of a study to establish an effective interpretation
providing a wide and deeper understanding in the context of the event. (Doolittle, 2014).
Finally, constructivism emphasizes that every person is assumed to be responsible for
constructing their world of reality wherein this concept of reality is no right and wrong
among any other. (Mojtahed et al.., 2014).
 Critical theory, on the other hand, in the transformative worldview, can be
differentiated from conventional theory by a particular functional purpose. According to
Horkheimer (1972), a theory is only a true critical theory if it is explanatory, realistic, and
normative. The theory must sufficiently clarify the existing social issues, provide realistic
methods for dealing with them, and adhere to the field's proven criticism norms. This
theory is critical if it seeks human liberation from slavery, serves as a transformative
influence, and works to construct a society that meets human needs and forces. It
seeks to delve under the surface of social life in order to expose the stereotypes that
prevent people from grasping the full scope of how the world functions (Crossman,
2019). The insistence on self-reflection, which includes an account of how awareness
derives from and is placed in specific contexts, is one of critical theory's distinguishing
characteristics (Debetak, 2012). According to Bohman (2005), critical theorists have
long tried to differentiate their goals, approaches, hypotheses, and modes of
interpretation from conventional understandings in the natural and social sciences.
Instead, they argue that the poles of philosophy and the social sciences should be
combined rather than separated in social inquiry: interpretation and perception,
structure and agency, regularity and normativity.

In feminism, it uncovers the science of philosophy on how gender can influence

and affect the perceptions about knowledge, justification, and practice of inquiry. It
identifies how dominant conceptions can contribute to the social context leaving women
traditionally ignored in a systematic way that benefits men (Anderson, 2020). As stated
by Marek (2003), the change in time frames and conceptualizations associated with the
inclusion of sex and gender variables in social science research can be described as
follows: (1) a deficit-oriented paradigm in which "woman-as-problem" is positioned (2)
the analysis of the variations and similarities between females and males and the most
recent is (3) the analysis of women's lives from a feminist perspective. Despite some
literature including women to formulate a study, the justification always tends to fall into
a woman as inferior to man in relation to culture and practice. Prior to the feminist
studies of women's lives, the role and characterizations of women in social studies
paralleled the controversial conceptualizations of mothers in the literature.

In most western cultures, motherhood has long been viewed as the definitive and
inherent role related to feminism, wherein most scholars narrowly defined it as the
“fantasy of the perfect mother” (Kruger, 2003). Women are needed and necessary to
find contentment and fulfillment in the position of "the ever-bountiful, ever-giving and
self-sacrificing mother" which pertains to the idealized and romanticized constructions of
the good or healthy mother (Medina & Magnuson, 2009). These rigidly defined values
have traditionally served to suppress women whose views of motherhood fell outside of
this restrictive conceptualization, while also positioning those who speak out against the
prevalent rhetoric as deficient (Stephen, 2005).

Mothers with exceptionalities are viewed in a different context. The depiction of

mothers of autistic children as the source of their child's condition is perhaps one of the
main influential and crippling deficit-oriented characterizations of mothers in
psychological literature. As stated by Kanner (1949), mainly known as an Austrian
psychiatrist and physician first identified autism in the 1949 paper as may be related to
a "genuine lack of maternal warmth" and he bluntly stated in an interview that the
parents of autistic children as "just happened to defrost enough to produce a child."
However, Kanner's theory was expanded by a well-known Austrian-born American
developmental psychologist, who said that unemotional and cold mothering was the root
of childhood autism. According to Bettelheim's "refrigerator mother" hypothesis, autism
is mostly the product of parenting by mothers who do not want their children to exist,
either knowingly or unconsciously, which causes them to limit interaction with them and
refuse to develop an interpersonal bond (Severson et al., 2008).
Case Study Approach

Case Study, through the different past studies, tends to explore and investigate
contemporary real-life phenomenon by the use of detailed contextual analysis in a
limited number of events, conditions, and their relationships. This approach is
recognized as an instrument in many studies in social science. Its role in research
becomes more prominent when the issue is about education, sociology, medicine,
government, and community-based problems (Zainal, 2007). According to Tellis (1997),
using the method of case study, researchers will be able to go beyond statistical results
in quantitative and be able to widen understanding of the conditions of behavior through
the actor’s perspective. It also helps explain the process and the outcome of a
phenomenon through complete observation, reconstruction, and the analysis of the
case under investigation. In conducting a case study, a single-case or multiple-case
design can be adapted depending on the issue in question. When the cases are not
available for replication, researchers can adopt the single-case design. However,
single-case design, in its drawback, is not able to provide a generalizing conclusion
mostly when the events are rare. One way of overcoming this is through triangulation of
the study with other methods to be able to confirm the validity of the process. On the
other hand, the multiple-case design can be adopted with real-life events that consist of
various sources of evidence through replication rather than the logic in sampling.

Yin (1984) states that case study has three (3) categories namely: (1) exploratory
case studies, (2) descriptive case study, and (3) explanatory case study. First,
exploratory case studies explore any phenomenon in the data that serves as a point of
interest to the researcher in which a pilot study is considered as an example of an
exploratory case study (Yin, 1984; McDonough and McDonough, 1997). The second
category is the descriptive case studies that are set to describe the natural phenomenon
occurring within the data in question. Its goal is to describe data as they occur in a
narrative form and to examine the depth and scope of the case under study. Finally, the
last category is the explanatory case study. This category examines the data closely
both at a surface and deep level to explain the phenomenon in the data. Furthermore,
McDonough and McDonough (1997) mentioned other categories that can be used in a
case study. Other categories include interpretive and evaluative case studies. The
interpretive case study aims to interpret data through developing conceptual categories,
supporting or challenging the assumptions made. An evaluative case studies, it goes
further by adding the researcher’s judgment to the phenomena found in the data.

Stake (1995), in defining case studies, distinguishes three types which are the
intrinsic, the instrumental, and the collective. In an intrinsic case study, researchers
examine the case for its own sake. The instrumental case study, on the other hand,
selects a small group of subjects to investigate a certain pattern of behavior. Lastly, a
collective case study coordinates data by the researcher from several different sources
such as individuals or schools.

A case study consists of different advantages and disadvantages. In advantages,

a case study is an interesting method because the examination of the data is mostly
conducted within the context of its use (Yin, 1984). In terms of variations, intrinsic,
instrumental, and collective approaches allow for both quantitative and qualitative
analysis of data. Case studies also produce comprehensive qualitative accounts that
not only help to explore or describe data in a real-world setting but often to clarify the
nuances of real-world scenarios that may not be captured by experimental or survey
study. In the disadvantages of Case study, Yin (1984) discusses three (3) types of
arguments against case study research. The first one is often accused of lack of rigor.
Yin (1984) notes that “too many times, the case study investigator has been sloppy, and
has allowed equivocal evidence or biased views to influence the direction of the findings
and conclusions”. Secondly, since case studies use a limited number of subjects, others
are done with just one topic, they have no ground for scientific generalization. Lastly,
Case studies are often criticized for being too long, difficult to perform, and generating a
large volume of documentation.

To identify and select information-rich cases related to the study of interest, a

purposive sampling technique involves identifying and selecting people or groups of
individuals that are especially knowledgeable or experienced with a phenomenon of
interest (Creswell & Clark, 2011). This sample is a type of non-probability sample that is
often accomplished through the application of expert knowledge of the population in a
selection of a non-random sample of elements that represents a population’s
cross-section (Lavrakas, 2008).

As stated by Woodwell (2014), “The most direct way of gaining a better

understanding of individuals’ perceptions is to talk to them”. Thus, specific research
questions were designed to target the essence of participants’ experiences, and the
resulting perceptions they form.

In the collection of data, a case study has only two main approaches which apply
to any qualitative study, they are interviews and observation. Interviews allow the
researcher to examine the different responses of the participants and gain a fuller and
richer understanding of how the participants see the world. There are many forms of
interviews but the type most commonly used in case studies are in-depth, unstructured,
or semi-structured interviews. In using these kinds of interviews, open-ended questions
are used to invite the participants to make the interview in a direction where they find it
important (Brinkmann and Kvale, 2014). Memoing is also one of the important
procedures that allow the researcher to elaborate the concepts and the themes that are
identified in the coding part of the interview (Hsiung, 2010). It serves to bring assistance
to the researcher in making concepts and themes from raw data to those abstractions
that explain the phenomena in the context that is examined. (Birks, Chapman & Francis,
2008). Moreover, data analysis requires transcription of the interview. It is the action of
making or providing a written account of spoken words. It is conducted of individual or
group interviews which are generally written verbatim or word-for-word. It involves
observation of data through careful listening repeatedly. This familiarity with data
facilitates ideas and realizations which emerge during analysis. It will be systematically
reviewed, grouped into specific themes or coding, and analyzed for content (Bailey,
2008).

In the data analysis procedure, thematic analysis is the application technique in

describing and illustrating as well as condensing and evaluating data. The thematic
analysis provides a bridge for researchers to be able to identify patterns or themes
within the gathered qualitative data. Braun & Clarke (2006) suggest that researchers
should learn to use thematic analysis first when conducting a qualitative study because
it provides core skills that will be useful for conducting many other kinds of analysis. A
further advantage, particularly for analyzing and studying the experiences of an
individual, is that it is a method rather than a methodology (Braun & Clarke 2006).
Unlike many qualitative methodologies, it is not limited to only a particular
epistemological or theoretical perspective. This makes it a very flexible method, a
considerable advantage given the diversity of working in research. Utilizing its
theoretical independence, the thematic analysis offers a highly versatile methodology
that can be adapted to meet the needs of many studies, providing a rich and
comprehensive yet dynamic account of data. As thematic analysis does not involve
extensive theoretical and technical knowledge of other methodological techniques, it
offers a more accessible form of analysis, particularly for those at a preliminary phase in
their research careers. (Groenewald, 2004).

As stated by King (2004), Thematic analysis is a valuable tool for analyzing the
experiences of various research participants, highlighting commonalities and
dissimilarities; and generating unanticipated insights. Thematic analysis is also useful
for summarizing the main features of a complex data collection, as it allows the
researcher to take a well-structured approach to data handling, helping to generate a
concise and well-organized final report. The research technique for this study will be
guided by the use of an aide-memoire for individual interviews which was made by the
researchers and validated by an expert in this field. After collecting the information of
the participants through interviews, at least four (4) procedures as stated by Castleberry
& Nolen, (2018) will be done to analyze and review the qualitative inquiries:

Compilations: The compilation is the process of transcribing the collected

information from the response of the participants during the interview. (Castleberry &
Nolen, 2018). Audio files will be generated through Verbatim transcriptions which will be
done by researchers themselves including repetitive readings of transcription to become
intimately familiar with it. After getting the data into a consistent and organized format,
the process of coding will proceed.

Disassembling: According to Braun & Clarke (2012), disassembling is the

process of taking the data and creating meaningful groupings through the use of
coding. A code in qualitative research is often followed by a word or a short phrase by
the participant that will symbolize a summative salient or evocative attribute for a
language base or visual data portions.

Reassembling: For the reassembling process, the codes or categories to which

each term is mapped are then placed in context with each other to establish themes. A
theme "Conveys something significant about the information relevant to the research
query, and reflects a certain degree of patterned response, or meaning in the data
collection".

Interpreting: For the last and complex process of the phenomenological

research in thematic analysis, interpretation will be done by identifying hidden meaning
within the themes of the qualitative data. Generating visual representations will be done
by the researchers to compile the results of the data. As part of this level of study,
researchers would also develop a thematic map, which is a visual representation of
themes, codes, and their relationships. These maps generally contained detailed
explanations of themes, including descriptions of themes patterns found by the coded
data.

The four procedures of Castleberry & Nolen, (2018) in analyzing and reviewing
the qualitative inquiries in thematic analysis can relate to the six steps of doing thematic
analysis by Caulfield (2020). These six-step processes are: (1) Familiarization, (2)
coding, (3) generating themes, (4) reviewing themes, (5) defining and naming themes,
and (6) writing up.

To enhance the accuracy of the findings, there are eight (8) strategies for
validating studies organized from most frequently used and easy to implement to
occasionally used and more difficult to implement. These strategies are: (1) Prolonged
engagement and persistent observation in the field, (2) triangulation, (3) peer review or
debriefing, (4) negative case analysis (5) clarifying, (6) member checking, (7) rick, thick
description, and (8) external audits (Creswell, 2013).

Among the eight strategies for validating the findings of Creswell (2013), he
recommended choosing only two (2) validating strategies in any given study. In
investigating the life of Filipino Single Mothers having Children diagnosed with level 3
autism spectrum disorder, triangulation and member checking are the two strategies
that are easy and effective to implement. According to Creswell (2013), Member's check
is one of the most crucial techniques for establishing credibility. The researchers will be
asking the participants to verify the data and provide input both on-site and after
completion of the data collection. The transcripts of each interview session will be
shared with the participant. The researchers will request each participant to examine the
accuracy of the transcripts. When appropriate, the participant will be asked to validate
the emerging theories and inferences made by the researcher. Using more than one
approach to gather data on the same subject is referred to as triangulation. This is a
method of ensuring the research's validity. The use of a variety of methods to collect
data on the same subject, including various types of samples and data collection
methods. It may increase the robustness of the findings by confirming or refuting
another collection of data, but in both cases, it adds more to the final results.

Conceptual Literature

Single Mothers

In R.A. 8972 section 3 (a), single or solo parent" is defined as a person who has
been left with the care or responsibility of a child. Being a single parent especially, a
single mother has a big responsibility for their children in everyday living and upbringing.
Based on a recent study by the World Health Organization (WHO), the Philippines has
about 15 million solo parents, 95 percent or more than 14 million of whom are women.
In 2015, the Philippine Statistics Authority estimated about three million household
heads without a spouse and two million of whom were female. These various surveys
and studies concluded that most solo parents are mothers. Being a mother as according
to Desai (2014) is all about emotions, and the love in hearts towards their children; the
joys and sorrows of life; the dynamics of relationships; the sacred bond, and dreams.
Motherhood is one of the most important identities for women in all human cultures. It is
a stepping stone for self-awareness.

The transition into motherhood often has a significant impact on a mother’s view
of herself, and her emotional well-being as it involves a change in her health, role
identity, relationships, spiritual awareness, and external environment. Moreover,
mothers should have unconditional love for their children. For instance, loving and
raising a child with special needs is a challenge to other parents because they don't
know how to face it at first but if they are being the source of support and love to their
children with special needs, it gives them happiness and a joyful heart. This was
supported by the survey of Social Weather Stations (SWS) (2003) about satisfaction in
family life. Based on the results, 93% of the respondents agreed that seeing their child
grow up is life’s greatest joy and only less than 2% disagreed. However, being a single
mother of a child with special needs is way different because it requires twice the
function of motherhood to their children. In the experiences of Wada (2020) as a single
mother taking care of a child with autism, she experiences different hardships while
taking care of her son with autism. In that experience, different techniques and tips in
single mother parenthood of a child with special needs were made. According to her, it
is important as a single mother of a child with autism to take time for yourself, make new
rules, ask for assistance, pick a special day for your ASD child, and create a new
budget for the child’s needs and wants.

Children

Children are at a stage in life at the age of 1-13 years old that were classified as
not able to make serious decisions as well as the legality of care under their parents or
another responsible caregiver. They are described as having a strong relationship with a
parent. According to the Universal Declaration of Human Rights, children were entitled
to have special care and assistance. Unicef stated that the family is the fundamental
group of the community and the well-being of all its members of the family particularly in
children, as well as the natural environment for growth.

Children should have provided the necessary protection including the support
fully and its responsibilities within the society in a sentiment of happiness, love, and
understanding. However, children with autism, on the other hand, need more attention
and care because of having a combination of two unusual kinds of behaviors which are:
restricted or repetitive behaviors and deficits in communication and social skills. These
symptoms may vary greatly in severity (Wein & Hicklin, 2020). According to DOH
Regional Program Manager Dr. May Ann Sta. Lucia, one in 68 children worldwide has
autism which is more common among boys (1 in 42) than girls (1 In 189). In the
Philippines, the estimated cases of autism rose from 500,000 in 2008 to one million
people at present.

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that, at its

core, affects how one perceives and socializes with others. (Durand, 2014). Socializing,
or "social deficits," is one of the key difficulties or "deficits" associated with Autism. For
instance, it can make it difficult to interpret social cues. You will realize that when
someone walks away from you, the conversation is over. An individual with Autism does
not realize this and continues to follow them. Delay in learning a language; trouble
keeping eye contact or maintaining a conversation; difficulty with executive functioning,
which relates to thinking and planning; limited, intense interests; weak motor skills; and
sensory sensitivities are some of the behaviors associated with Autism. Moreover,
disruptive behaviors, including tantrums, aggression, and self-injury, are common
complaints by parents of young children with autism spectrum disorder (ASD) (Mazurek,
Kanne, & Wodka, 2013). These habits inhibit the growth of a child's emotional,
communication, and everyday living skills.

According to NIH (2021), the behavioral symptoms of autism spectrum disorder

often affect individuals early in the development. Many children manifest symptoms by
12 to 24 months of age or earlier and can last throughout a person’s life. Furthermore,
Autism Spectrum Disorder consists of 3 different levels: level 1, which requires support;
level 2, needs substantial support; and level 3 which requires a higher level of
substantial support. When it comes to cases, in the Philippines, according to different
experts and advocates, it was estimated that there are close to 1,000,000 people with
autism. Among the million people who have Autism in the Philippines, the Autism
Society of the Philippines estimates that only 10% of Filipinos with autism are
diagnosed and only 5% are receiving appropriate interventions (Hontiveros-Baraquel,
2016).

Level 3: Requiring Very Substantial Support

The most extreme type of autism is Level 3. Many of the same patterns as those
seen in levels 1 and 2 can be seen in this group but to a greater extent. Problems with
verbal and nonverbal communication can make it difficult to work, communicate socially,
or cope with a shift in emphasis or location. Another symptom of level 3 ASD is
engaging in repeated activities. (Rudy, 2020) This is the most severe level of ASD.
Children at this level require the most support, including full-time aides or intensive
therapy in some cases. Moreover, according to DSM-5 Autism Diagnostic Criteria
(2013), serious impairments in social communication abilities, both verbal and
nonverbal, result in severe impairments in functioning, restricted social contact initiation,
and minimal response to social overtures from others. For instance, a person with few
words of understandable speech who rarely initiates contact and, when he or she does,
uses uncommon approaches to meet needs and responds only to very direct social
approaches.

Related Literature

Children Diagnosed With Autism

In the study of Dawson et al. (1998), a case study was conducted in the
development of an Infant with autism from birth to two years of age. Autism is rarely
diagnosed before a child reaches preschool age, making research into the early
development of autistic infants and toddlers difficult. The existence of early developing
signs has been clarified by research on preschool-aged children with autism, and
clinicians have been motivated to try to detect autism during infancy. Many of the signs
now thought to describe autism in preschoolers, such as eye contact problems, mutual
effect, social orienting problems, motor imitation problems, and joint attention problems,
could potentially appear during infancy and early toddlerhood. This study presented a
case study of the development of a child with autism who was closely studied by
clinicians from birth and to whom a comprehensive psychological assessment was
conducted at the University of Washington's Center on Human Development and
Disability at the ages of 1 and 2 years. The goal was to shed light on the essence of
autism in its early stages and provide valuable information for the development of early
autism screening tools. Based on the results, during the second six months, difficulties
in the realm of social interaction started to arise, including weak eye contact, an inability
to participate in imitative sports or activity, and a lack of imitative vocal responses. In the
Autism screening Interview, children met diagnostic criteria for autism at the age of a
little over a year. There were also areas where this autistic toddler showed no signs of
disability. On the tests given, this 1-year-old with autism showed no signs of significant
impairment in the areas of immediate memory for behavior, working memory, reaction
inhibition, and speech perception. In that sense, this case study provides insights into
the essence of autism in its early stages. Understanding the early stages of autism
development would be crucial in improving early screening and diagnostic methods
(Dawson et al., 1998).

The study of Nagle (2011) investigates the path to diagnosis of autism of two
families with children who have been diagnosed with autism. Using a case study
approach, he interviewed two sets of parents as a means of finding out how their child
was diagnosed with autism. Each participant was asked to discuss their paths that led
their child to be diagnosed with autism. The data was analyzed to determine the factors
such as the resources available and parent’s education that might have contributed to
their child being diagnosed. The results of the study find out that there are many
similarities found between the families that may account for the diagnosis of autism.
Nagle (2011) concluded that educators that are familiar and knowledgeable with autism
are the best practices for working with children with autism because the findings from
the interview from the two parents stated that their child was diagnosed with autism at
the age of three. This age is where many young children are just starting to go to school
in early childhood programs. For this reason, if the number of children grows, it is more
likely that a teacher will be assigned to a student who has special needs.

Malie and his colleagues (2016) studied the active involvement in activities to
reduce passive behavior problems among children with autism in which, in one of the
Special Education Centers, they look into the behavioral issues that children with autism
have. The case study focuses on the problem of autistic children who face challenges
with learning in special education. Autistic children struggle with social interaction,
communication (both verbal and nonverbal), repetitive activities, and issues with an
intense fascination with a moving object. Other easily identifiable symptoms of autistic
people include difficulties communicating, failure to respond when their name is called
or a question is asked, a dislike for sudden changes in their environment, and a reduced
sensitivity to pain. The case study was conducted appropriately in a real-life tetapan and
is ostensibly intended to include a clear explanation of it. A ten-year-old male student
with autism was reportedly chosen to take part in this research, which was ironically
called Mukhriz. The strategy used to naturally obtain the data findings was based on the
semi-structured interview. The prospective parents and a cooperating Special Education
Centre teacher participated in the interview. Academic Mukhriz history, appropriate
behaviour, and imaginative interaction with mutual friends at home or even at the
Special Education Centre were the reliable data findings properly collected from the
effective execution of the interview. In the result, the researchers found out that Mukhriz
is having some difficulty interacting actively and often shows passive behaviors in the
current involvement of an activity. In a child with special needs, behavior modification is
important because it is possible that if any negative actions are not handled or
performed correctly, they will have negative consequences in the future. While we were
unable to eradicate the majority of destructive activities, the proposed intervention may
have a positive effect on the social lives of children with special needs. As a result, both
actors must play their positions and have the humanity to confront this situation in order
to ensure that children's rights are protected, and special needs of children should be
prioritized.

Parents of Children Diagnosed with Autism Spectrum Disorder

In the study of Molteni and Maggiolini (2014), they studied the Parents’
perspectives towards the diagnosis of Autism in which they investigated the challenges
and parental changes that anticipate and follow the communication of the diagnosis of
autism. A collaborative and participatory case study based on perceptions of 31 families
of children with autism enrolled in a non-profit association in the Province of Monza and
Brianza (Italy) was used in the methodology. The methods also included
semi-structured interviews and questionnaires. The data were analyzed through the
interpretative phenomenological analysis method. The research aimed to collect
information in establishing a local observatory that is permanent which will monitor the
needs of families with children with autism and identify possible operational proposals to
implement the quality of the territorial services. In enhancing the experiences,
representations, and perceptions of families, the researchers explore their points of
view. The results indicate that parents need to be encouraged and supported to prevent
crisis and uncertainty about their children's potential prospects as a result of an autism
diagnosis. For these findings, researchers suggested further study and investigate other
family perspectives.
 In Agazzi, Tan, and Tan (2013) study about Parent and Child interaction therapy
for the treatment of Autism Spectrum Disorder, they used case studies to identify
effective interventions to decrease disruptive behaviors and increase positive skill
development of a child with Autism Spectrum Disorder. With that, the study presents the
effectiveness of Parent-Child Interaction Therapy. This therapy is an intervention that is
evidence-based to young children with disruptive behavior and for addressing
behavioral problems in a 7-year-old boy with ASD. Through the different cases in the
study, it was concluded that parents increased their use of positive parenting strategies,
such as providing constructive orders, to strengthen the parent-child relationship, which
resulted in better child compliance and less destructive behaviors.

According to Papadopoulos (2020) in his case study about the parent-child

interaction therapy for a young child with autism spectrum disorder in behavioral and
developmental considerations, the main focus in treatments for children with ASD, and
these disorders have an effect on both the child's adaptive behavior and the mental
health of the parents. Using a case study of a 4-year-old boy diagnosed with ASD and
comorbid disruptive behavior disorder, this research examined the effectiveness of
Parent-Child Interaction Therapy (PCIT). The study indicates and improves on previous
studies on the success of PCIT with children with autism and their parents, as well as
having clinical significance for enhancing children's adaptive behavior in a brief amount
of time. In ASD treatment, the elements of Parent-Child Interaction Therapy (PCIT)
emphasize the importance of parent and family involvement as "best practices for
children with ASD that should be incorporated into all services given to them."
According to promising preliminary findings, PCIT appears to inhibit externalizing
behaviour and improve socio-emotional reciprocity in children with ASD who have
varying levels of intellectual and social functioning. However, extensive research is
necessary to identify if PCIT is an effective treatment for children with autism spectrum
disorder co-occurring neurological conditions, as well as their parents. PCIT strengthens
parent-child relationships by encouraging good parental skills, which leads to better
outcomes for children. These two phases to PCIT are known as Child-Directed
Interaction (CDI) and Parent-Directed Interaction (PDI). In the didactic session, a
therapist first demonstrates every parent individually incorporating case studies. After
that, they conduct a coaching session in which both the parent and the child participate
in cooperative play. Using “bug-in-the-ear” technology, the therapist discreetly observes
and facilitates the parent in learning and mastering the skills by presenting guidance,
encouragement, and corrective feedback. Parents must demonstrate comprehension of
PDI experience and competencies through handling their child's behavior in order to
accomplish treatment. In addition, the child's behavior results must fall within the
appropriate range in at least one standardized behavioral measurement.

The results of this case study have many clinical implications. In clinical practice,
this approach is highly recommended to improve parents' understanding of how to
promote their relationship with their child, resulting in a higher degree of positive affect
throughout their interaction. Furthermore, therapists may find it beneficial to include
school staff in care plans by introducing teacher consultations; this will ensure that the
child receives consistent messages about appropriate and inappropriate activities
across environments. Although clinical PCIT has been shown to benefit children on the
autism spectrum, it is important to note that it may not be helpful for children with ASD
and developmental disabilities, like those who do not follow simple instructions. Indeed,
practitioners must conduct an initial systematic assessment of children's cognitive skills,
since a child's developmental stage is a significant component and PCIT's success is
shaped by a multitude of variables. This case study provides valuable preliminary
evidence supporting the efficacy of PCIT in treating a child's aggression, developing the
parent-child relationship, and reducing parental stress by using positive parenting skills
from a growth and behavioral perspective. As a result, the child's socio-emotional
growth, such as emotional self-regulation and socialization, was enhanced. These
improvements in the child's behavior and the mental health of both the parents
generated more opportunities for any of them to develop psychological well-being and
coping with the hustle and bustle of life.

Synthesis

The above collection of methodological, conceptual, and literature studies

provides information about the approaches and concepts needed to further understand
and strengthen this study. As stated, the different authors and researchers similarly
explained qualitative approaches which explore a phenomenon with a method
associated with words rather than numerical value. With a worldview of constructivism,
transformative, feminism perspective, and critical theory, it seeks to develop deeper
comprehension and knowledge in meaning-making essence to the world as it exists.
This can be linked with the case study approach that explores and investigates real-life
phenomena by the use of detailed contextual analysis in a limited number of events,
conditions, and their relationships. The non-probability purposive sampling in selecting
people with the data collection using interview, observation, memoing, and transcription
will target the essence of participants’ experiences that resulting meanings, theme
formation, and researchers’ assumptions with the use of analysis procedure called
thematic analysis. To further ameliorate the accuracy of the findings, member checking
and triangulation are the two strategies that are easy and effective to use in the study.

The conceptual literature on the other hand, brings enlightenment and

understanding of the concepts and variables in the study. It tackles the concept of being
a single mother taking care of their child that needs special support. Moreover, children,
as not being able to stand on their own, need a strong support system from their
parents especially children who are diagnosed with an autism spectrum disorder. It was
stated that autism is a neurodevelopmental disorder that affects verbal and non-verbal
communication, behaviors, and interactions. It consists of three levels: level 1 which
needs support; level 2, requires substantial support; and level 3 which is the extreme
type of autism spectrum disorder that requires very substantial support.

The different literature studies explore various variables that cover our study.
Using the case study approach, researchers from different sides of the world investigate
children diagnosed with autism spectrum disorder as well as parents of children with
autism. In their studies, it explores the development of children with autism, possible
diagnosis, and the perception of parents about their child with autism. The objectives
are somehow similar to our objective. However, the gaps are still evident in terms of
studying single mothers with children diagnosed with a specific level of spectrum
disorder. They just investigate the perception of the parents, the children with autism,
and the possible intervention for the said disorder. In that sense, the relevance in
conducting our study will fill the shortcomings and widen the scope and perspectives of
different researches in regards to the experiences of Filipino single mothers having a
child diagnosed with level 3 autism spectrum disorder.
 Chapter 3
Methodology

Philosophical Assumptions

The assumptions that are identified within the constructivism paradigm hold that
individuals seek interpretation of the world in which they live and work. They develop
meanings to their varied and multiple experiences, leading the researcher to look for
meaning in complex situations (Cresswell, 2004). This research study would be best
explored using this paradigm. As it will allow the researchers to reveal the multiplicity of
factors that have shaped and interacted which produced a unique and complex
character of the entity that is the subject of the study (Yin, 2009). A constructivist
approach emphasizes the social contexts of learning and the idea that knowledge is
built in a mutual relationship between the participants and the researchers to build and
construct knowledge to create a shared understanding. Constructivist research focuses
on the meanings embedded in textual and verbal accounts and generally involves the
analysis of archival materials, documentary sources, and narratives that will be
gathered through data collection strategies such as interviews. It was very much in
tandem with the data collection methods which the research study would be employing.

Additionally, a transformative worldview will also be adapted within this research

inquiry which signifies the researchers’ purpose and objective for the research study
which is to empower, and to make a change that could be beneficial to the single
mothers that have a child diagnosed with level 3 autism spectrum disorder. A
transformative worldview consists of various perspectives that seek to reform the lives
of its participants (Romm, 2015). The researchers decided to implement 2 perspectives
that are best suited within our research study. These are the Critical Theory, and the
Feminism perspective.
 The application of a critical theory in society aims to investigate the surface of
social life and uncover the assumptions that keep human beings from a full and true
understanding of how the world works (Bronner, 2009) since the way we understand the
objective world is related to the ways we conceive of ourselves. A critical theory is a
design and a form of thinking not only to comprehend but to transform (Thompson,
2017). As it seeks to understand, influence, and work to satisfy the needs of human
beings (Kincheloe, 2011), one of its main tasks is to study the experiences of ordinary
people to create a reflective assessment to describe the social experience in both its
positive and negative aspects (Tyson, 2014). A critical theory works on the assumption
that we cannot separate ourselves from what we know and it will inevitably influence the
inquiry, the relationship between the investigator and the subject group is inextricably
tied to each other which develops during each interaction (Ashgar, 2013). This supports
the implementation of a critical theory which is best utilized since this research inquiry
will be relying on the participants’ experiences of the situation to construct and forge
data, it is further strengthened because the researchers will be contributing a reflection
about the knowledge gained to the collected data extracted from the participants in
which will be made possible from experiencing the narratives of the participants and
having the researchers to be prolonged to the exposure to the field (Cresswell, 2004).
The use of a critical theory supports the researcher’s objective to not only describe,
understand, or explain their experiences, but also to create something that can be
beneficial to our participants.

According to the Cambridge Dictionary (2021), Feminism is the conviction that

women should have the same rights, influence, and resources as men and should be
handled equally or a series of actions aimed at achieving this goal. One of the main
concepts of this perspective is liberal feminism which states that liberal feminism
concentrates on removing societal obstacles to women's success and opportunity to
compete with men, such as sexism and unequal wages. This view also argues that a
liberal feminist perspective not only recognizes women's situations but also values their
qualities and personal experiences. (Hirschmann, 2007). The use of feminism was
appropriate for this study because in the Philippine context being a single mother is
considered a societal obstacle (Bagolong, 2016). Many of those who experience being
a single parent see it as a challenge to cater to the needs of their child and in some
instances might assume the role of both a father and mother figure. Through the
guidance of the feminist perspective, researchers would be able to investigate and
collect first-hand experiences of these single mothers in providing parental care and
support to their children with disabilities such as autism. Furthermore, Through the use
of liberal feminism theory, researchers would be able to provide relevant and reflective
analysis to its participants and future readers. Initially, it also serves to fulfill the
objective of the study which certainly helps single mothers to be empowered in the
community.

Research Design

The case study design is defined as ‘an empirical inquiry that investigates a
contemporary phenomenon within its real-life context, especially when the boundaries
between phenomenon and context are not clear or evident (Yin, 2009). This study will
be utilizing a qualitative case study to investigate the experiences of Filipino single
mothers having a child diagnosed with level 3 Autism Spectrum Disorder. The decision
to choose case study as a research strategy approach was further strengthened
following the criteria set by Yin (2003). A case study design should be considered when:
(a) the focus of the study is to answer “how”, “why” and “what” questions; (b) you cannot
manipulate the behavior of those involved in the study; (c) you want to investigate
contextual conditions because you believe it is relevant to the phenomenon under study,
or (d) there aren’t any clear boundaries between the phenomenon and context.

In this research, the case study approach focuses on gaining an in-depth and
insightful understanding of the experiences of single mothers in taking care of their
children who are diagnosed with level 3 autism disorder. The use of a qualitative inquiry
in which the data gathering is heavily relying on the experiences of the individuals,
offering both richness and depth of information to understand participant perspective
within their situational context (Hancock, 2002). The case study approach is also
recommended because the researchers have no control over the behavior of the
participants therefore it is impossible for the researchers to manipulate anyone involved
in the study. In addition, there is a presence of a contextual condition of the study being
aligned with both the statement of the problem and the objective of the study in which is
represented by the parental care and support that are being provided by the single
mothers to their children that are diagnosed with level 3 autism spectrum disorder. And
finally, there are no clear boundaries between the parenting of the single mothers based
on the findings that there are differences in parenting style, support, and care provided
by these single mothers (Gray, 2006). Further, the research will be exploring parental
care to children with autism spectrum disorder which may reveal varying approaches
and types of clinical care based on manifested symptoms that are presented to the
child. Although they are in the same category and level, each child with autism
spectrum disorder is likely to have a unique pattern of behavior and level of severity
from low functioning to high functioning (Mayoclinic, 2018).

Yin (2003) argues that a case inquiry can be studied with one of three types
depending on the purpose: exploratory case studies, explanatory case studies, and
descriptive case studies. The use of a descriptive case study is best suited to be
implemented for this study for two main reasons. First, the use of a descriptive case
study will allow the researchers to develop a document that fully illuminates the
intricacies of the experiences of single mothers taking care of their child diagnosed with
level 3 autism spectrum disorder (Stake, 1995). The decision is also supported due to
the characteristic of a descriptive case study, it is used to describe an intervention or
phenomenon and the real-life context in which it occurred (Yin, 2003). It is in line with
the research objective that is to gain an understanding of the parental care and support
that are being provided by the Filipino single mothers with children diagnosed with level
3 autism spectrum disorder.

Role of the Researcher

In this study, the researchers will play the important roles of being an
open-minded observer, interviewer, investigator, explorer, data collector, and analyzer.
Taking on the position of a researcher often entails treating participants as equal
co-investigators on a quest to understand the experiences under investigation
(Moustakas, 1994). As the primary data collector, researchers will be responsible for
finding possible participants in the community or by social media contacts and relatives
who are willing to participate in a casual call or video conference interview.

The researchers will provide documents such as the pre-qualifying form and the
consent form to protect the confidentiality of the participants. Researchers will also
debrief and describe the participant's right to refuse to answer any of the questions, the
right to withdraw at any point during the study, and the utility of the research results for
other parents after following the formal procedures during the interview.

The researchers will record and take notes on the interview as it is taking place.
Finally, researchers in this study will express their gratitude to the parents for their
participation and they will be told of the consent form as well as the researcher's contact
information if they wish to be kept informed once the research is completed.

Research Locale

The researchers will gather information from the participants of a Facebook

group called Autism Community Philippines. The group was first established on March
14, 2019 and has since been growing its community, garnering around 4,628 members
as of May 3, 2021. According to the information provided by the creators, the group was
created with the sole purpose of helping families that have a member diagnosed with an
autism spectrum disorder through giving information, news, opinions, and even
discussing autism spectrum disorder. The group has been a comforting place for some
parents to share their experiences and troubles regarding their family members who are
diagnosed with autism spectrum disorder and it has been a place where the members
can interact with one another sharing their knowledge about the spectrum side.

Sampling procedure

The researchers will use the purposive sampling technique that is widely used in
qualitative research for the identification and selection of information-rich cases for the
most effective use of limited resources (Patton, 2002). This involves identifying and
selecting individuals or groups of individuals that are especially knowledgeable about or
experienced the events (Cresswell & Plano Clark, 2011). The research will use this
method to recruit participants who can provide in-depth and detailed information about
the study.

A total of three (3) Filipino single mothers of children with level 3 autism spectrum
disorder will be needed to participate in this study upon qualifying in the following
criteria:

● Filipino Single Mother

● The primary caregiver of a child

● The child is clinically diagnosed with level 3 autism spectrum disorder

Instrumentation

This research will be utilizing an in-depth semi-structured interview with the use
of an aide-memoire and pre-qualifying form (PQF) that will serve as a guide enabling a
smooth, productive, and effective process for extracting valuable data from the
participants.

The aide-memoire will have three major parts. The first major part is the
establishment of the rapport by using ice breaker questions, which will be done so that
the participants could gain a sense of trust and comfortability to the interviewers to be
able to completely share their narratives without anything holding them back. The
second major part will be the in-depth interview which will be guided by the questions
that represent the general questions in the statement of the problem. Consisting of 19
interview questions, it was created based on the research objective and will be divided
into 4 categories. The last part will be the summary of the questions. For the
researchers to gain the full perception and knowledge from the participants, the
interview will be conducted in 1-2 hours in 4-6 sessions. Aide-memoire will be validated
by a licensed Psychologist.

In recruiting participants in the study, a pre-qualifying form (PQF) will be utilized.

This form consists of 11 questions that will target the criteria of the participants in the
study and can be answered in a span of three (3) minutes. It will be disseminated with
the use of google form together with the consent form for participants.
Data Collection Procedures

Figure 3. The Data Collection Procedures in the Study

The data collection procedures in the study involve six (6) steps to successfully
collect, measure and analyze accurate insights in the study. The first procedure that the
researchers will be performing is the distribution of Pre-qualifying forms (PQF). The
researchers will disseminate the surveys for the possible participants through google
form with the content of the purpose of the study and criteria in qualifying respondents.
When the three (3) participants are already secured, the researchers will schedule their
online interviews based on their availability. Interviews will be conducted in 1-2 hours in
length in 4-6 sessions in a week through phone, zoom, messenger, and other social
media platforms. The researchers will interview the participants separately and will
receive an informed consent form ahead of the interview. Also, the researchers will
encourage the participants to contact us via phone or on any social media platform for
any questions. Moreover, memoing is also an important data source in qualitative
research that the researchers will use in this study (Miles & Huberman, 1984). It is the
researcher's field notes, recording about what they see, hear, think and experience in
collecting and reflecting on data. Furthermore, the collection also includes
documentation and interview transcriptions. Then, researchers will establish potential
inductive themes that need to be considered in the analysis process (Moustakas, 1994).
After analysis of data, researchers will share their insights and knowledge gained from
prolonged exposure to the source and field of knowledge, to further strengthen and
support the results.

Data Analysis Procedures

The data analysis in the study is focused on the discussion of the research
phenomenon's direct sense perception. Since the study is qualitative, the analysis will
be an ongoing iterative process where data was continuously collected and analyzed
almost simultaneously. The researchers through observation will analyze patterns in the
entire data collection phase. (Savenye and Robinson, 2004). It will uncover thoughts,
feelings, and attitudes of the single mothers taking care of their children with level 3
autism spectrum disorder and will examine how the whole experience shapes the way
they look at the phenomena. (Collado, Orozco & Banaria, 2020).

The Thematic Analysis will be used for the method of data analysis. It was
created by Gerard Houlton in 1970. This method is a flexible and foundational method
for qualitative analysis that helps the study examine, emphasize, identify and record
patterns within the data. In this sense, it provides a rich, detailed, and complex account
of data.
 Figure 4. The Six (6) Steps in Thematic Analysis and Researchers’ Insights

The researchers of the study will perform the six (6) phases or steps in
conducting a thematic analysis. First, the researchers will familiarise the data by reading
the transcripts multiple times to become intimately familiar with its content. Next is the
coding, in this phase, the participants involve generating codes that will help in
identifying relevant features of the data that are important in answering the research
questions. The third phase is the generating of initial themes that require the
identification of significant patterns of meaning and the researchers will do it by
examining the codes and the collated data. Reviewing of themes is also one of the
important phases in thematic analysis because it requires checking the themes of the
candidate against the database to help determine that the participants are telling a
convincing story and one that answers the research questions. Next, the researchers
will define and name themes that involve determining the story of each theme by
developing a detailed analysis, working on the scope, and focusing on each theme.
Moreover, the next phase that the researchers will perform in the analysis is writing up
or producing a written report. This phase involves the selection of the most vivid,
compelling extract examples, finalizing the analysis of selected extracts, relating to the
analysis of the research question and literature, and the production of a scholarly report
of the analysis.

Furthermore, in writing up the thematic analysis, the researchers will consider the
four steps that are relevant for the analysis: (1) naming of theme as subheading, (2)
explaining of theme in one to two sentences, (3) providing quotes from the data (longer
quotes are usually more effective), and (4) description in two to four sentences on how
the chosen quotes illustrate the theme (Sage, 2019). And Finally, to further strengthen
the results, the last step that the researcher will be performing would be the contribution
of their insights and knowledge gained from the source and field of knowledge.

Strategies for Validating Findings

Credibility defines the confidence in the truth of the findings. Creswell, (2007) in
which he stated numerous paths can lead to effective validation for a research study.
For the authors of this study to advance its claims, it is important first to determine the
data’s validity to support and enhance the research data acquired. Thus, the
researchers will be using the strategy of validation model of Creswell (2014), in which
he proposed eight primary strategies to validate findings, However, to prevent the
researchers from being overwhelmed and overworked. It was Creswell that
recommended the use of only two (2) strategies of validation to any given research
study. Following Creswell’s recommendation, the researchers of this study will utilize
two crucial methods of validating procedure that will decrease threats to the credibility
and enable the researchers to support the potential of this study.

The first suitable strategy of validation for this study is the use of triangulation.
According to Yin (2003), A case study inquiry is only successful when built on the
collection and analysis of data from multiple sources. One of the major strengths of a
case study in the data collection. It is an opportunity to use different sources of
evidence, to address a broader range of contextual and behavior issues (Thomas,
2009). The implementation of triangulation to this study is further solidified by Yin,
(2009) who asserted that with the use of data triangulation the potential problems of
construct validity can also be addressed because multiple sources of evidence can
provide multiple measures of the same phenomenon.

The next strategy is member checking that will contribute to the enhancement of
the accuracy of the findings. According to Lincoln and Guba, (1999), member checking
is the most critical credibility technique. In member check, each of the participants will
be given exclusive access to their interview transcripts to check the accuracy of the
acquired data and is given the freedom to read them thoroughly for inconsistencies and
serves as a platform for further clarification and to provide additional insight and
information. This process will be able to help the researchers to check their subjectivity
and ensure the trustworthiness of their findings (Jones, 2002).

Anticipated Ethical Issues

The research delves into the experiences of Filipino single mothers raising a
child diagnosed with level 3 Autism Spectrum Disorder. Throughout each research
study, the safety of human subjects by the implementation of relevant ethical standards
is critical. For the reason of the in-depth aspect of the analysis method, ethical issues
have specific importance in qualitative research. As the main goal of this study is to
explore the experiences of single mothers of children with a level 3 autism spectrum
disorder, ethical issues such as consent forms, confidentiality, procedures, and the
possible influence of the researchers on the participants or vice versa are expected to
be taken into consideration before proceeding to the research proper. (Roshaidai &
Arifin, 2018).

The researchers of the study are expected to provide a consent form to the
potential participants and explain the necessary information such as the purpose of the
study, data collection procedure, and the right to withdraw to educate the subjects about
the research process. Participants will be given ample time to comprehend the
information and decide whether to participate or decline their involvement in the study.
(Denzin & Lincoln, 2011). According to Zegwaard (2015),

In doing interviews, researchers should briefly remind the participant about the
process of interviews and their rights to participate in this study. It is also essential for
researchers to build rapport before proceeding with the interview process to be able to
give the subject enough time to be comfortable. During the interview session,
researchers should avoid using discriminatory, offensive, or inappropriate language.
Furthermore, researchers must ensure that the formulated interview questions will not
disrupt the emotional or psychological state of the participants.

To secure the confidentiality of the involved participants, Roshaidai & Arifin

(2018) mentioned that researchers are expected to avoid disclosing the names and
identity of the subjects and instead use the form of anonymity in presenting the data
collection analysis and research findings. In this manner, participants' rights and
information will remain protected. Deception is mostly prohibited unless necessary with
the research procedure, however, proper disclosure and debriefing must be done as
soon as possible as intended for the sake of the involved subjects.
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Appendices
Appendix A
CONSENT FORM FOR PARTICIPANTS
Research Participation and Consent Form

TITLE: “The Gifted Calling of Single Mothers Having Children Diagnosed With Level 3 Autism Spectrum
Disorder: A Case Study
This consent form may contain words that you do not understand. Please contact the researchers to explain any
words that you do not clearly understand.
PURPOSE OF THIS STUDY: The purpose of this research study is to investigate and further
understand the experiences of Filipino Single Mothers taking care of their children diagnosed with level 3
Autism Spectrum Disorder. The study/interview should take approximately 1 to 2 hours in 6 sessions. If
you have questions at any time, please approach the researcher/s.
DESCRIPTION OF THE STUDY AND YOUR INVOLVEMENT: If you decide to be in this research
study, you will be asked to sign this consent form after you read it and had any questions answered. You
will interview about the different experiences in your living areas during or in this time of the pandemic.
RISKS AND DISCOMFORTS: The risks are not greater than the risks associated with daily living. You
will give your opinion and answers in the interview. At the end of the data collection, you will be able to
have the full nature of the study explained to you. If you have additional questions, you will be able to ask
them at this time.
BENEFITS TO YOU AND OTHERS: The study will help you to become aware and help you to
understand your current situation as a Single Mother of Children with autism. Furthermore, the study is
likely to yield knowledge to further society's understanding of the processes under study.
COSTS: There are NO COSTS for participating in this study other than the time you will spend on the
interview.
ALTERNATIVES: The alternative is to not participate in the study.
CONFIDENTIALITY: Data is being collected only for research purposes. We will not tell anyone the
answers you give us; however, information from the study and the consent form signed by you may be
looked at or copied for research or legal purposes by the University of the East-Manila. What we find
from this study may be presented at meetings or published in papers, but your name will not ever be used
in these presentations or papers.
VOLUNTARY PARTICIPATION AND WITHDRAWAL: You do not have to participate in this study.
If you choose to participate, you may stop at any time without any penalty.
QUESTIONS: In the future, you may have questions about your participation in this study. If you have
any questions, contact Dane Valenzuela (Research Leader of the group) Department of Psychology, the
University of the East-Manila at danevalenzuela12@gmail.com and phone number 09164424264.
CONSENT: I understand that the University of the East-Manila, College of Arts and Sciences (CAS) has
approved this study. I have been given the chance to read this consent form. I understand the information
about this study. Questions that I wanted to ask about the study have been answered. My signature says
that I am willing to participate in this study. I will receive a copy of the consent form once I have agreed
to participate. (Please put a tick to your corresponding response and fill out the information below)

I understand the information about the study and I AGREE to participate in the study. By signing, I am
giving my consent to participate in this study.

Signature over Printed Name Date

I DO NOT AGREE and do not wish to be a participant.

Signature over Printed Name Date

 Appendix B
Participant Recruitment Letter

Dear Filipino Parents,

We are third-year Psychology major students at the University of the East -

Manila, inviting you to participate in a research study about the life of Filipino Single
Mothers Having Children Diagnosed With Level 3 Autism Spectrum Disorder. If you
volunteer for this study you may withdraw at any time without penalty.

If you complete the 3-minute survey and provide your contact information, you
will be given a 50 peso load. If you meet the study criteria, you will be invited to
participate in a 1-2 hours interview length for 3 sessions in a week via phone, zoom,
messenger, and other social media platforms to discuss your lived experiences as a
Single Parent of Children with autism. To complete the survey, click here: (Google
Forms)

Thank you for your consideration.

If you have questions, please contact the researchers below:

Dane Valenzuela James Iringan

09164424264 09983559536
danevalenzuela12@gmail.com iringanjames02@gmail.com

Engrid Manaloto Renz Gomez

09222125645 09477454478
Manaloto.engridmicole@ue.edu.ph renzmarriongomez@gmail.com

Elyza Zosa Vincent Vinuya

(0999) 404 5444 09473251528
elyzadanillezosa@gmail.com vincentvinuya10@gmail.com
 Appendix C

Pre-qualifying forms (PQF)

Survey Instructions:

Read the questions below and provide an accurate response for each question. If you
are volunteering to be interviewed for this research study, please provide your contact
information. The survey will take about 3 minutes to complete.

Pre-qualifying survey Questions:

1. What is your name? *optional

2. What is your age/How old are you?

3. Are you born in Manila?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

4. Are you living in Manila?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

5. Are you a Filipino?

___ yes
___ no
 Logic: If yes, the survey continues; If no the survey ends.

6. Are you a Single Mother?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

7. Do you have a Child diagnosed with Level 3 Autism Spectrum Disorder?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

8. Are you the Primary Caregiver of your child/children with autism spectrum?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

9. Are you willing to participate in a 1-2 hours interview to share information about
your life as a Filipino Single Mothers having Children diagnosed With Level 3
Autism Spectrum Disorder?

___ yes
___ no

Logic: If yes, the survey continues; If no the survey ends.

10. Please provide your contact information in the spaces provided below.

Email Address: ________________________________________

Mobile Phone Number: _________________________________
 Facebook/Messenger: _______________________________
Others (please specify): _______________________________

Logic: If left blank, the survey ends; If completed, the responses will be reviewed
to verify if the participant meets the criteria to participate in the study.

11. Best way to reach you (check all that apply):

___ E-mail
___ Phone call
___ Text message
___ Facebook/messenger
Others (please specify): ___________________
 Appendix D

Interview Guide / Aide Mémoire

The researchers will introduce themselves, thank the participant for agreeing to take
part in the study, and then ask the participant to choose a pseudonym to use for the
study.

Script

My name is (Name of the researcher). I am a third-year Psychology major student at

University of the East - Manila.

Thank you for agreeing to participate in this research. The purpose of my research is to
explore and investigate Filipino Single Mothers having Children diagnosed with Level 3
Autism Spectrum Disorder. Specifically, this study will focus on your experiences taking
care of your child with autism and your perspectives and experiences from identifying
your children`s active symptoms up to the interventions process on a daily case basis. I
am hoping the study will provide me greater insight into how Filipino Single Parents live
as the primary caregiver of their child with autism.

All information is (and will be kept) anonymous and confidential, with no personally
identifying information used. Throughout the interviews, I will refer to you by your
chosen pseudonym. Your participation is voluntary and you may withdraw at any time.
With your permission, I will record this session. Afterward, I will provide you a copy of
the transcript for your review. May I proceed?

After obtaining the participant’s agreement to continue, the researcher will address the
participant by his or her pseudonym, beginning the semi-structured interview process as
follows:

Background Questions:

We will not start the actual interview just yet; however, I would like to start by asking you
for some background information that will help me understand your life’s perspectives.
This part should take no more than 5 minutes, so please provide brief answers.

● How long have you been taking care of your child?

 ● Do you have any other family members living with the child?
● Would you tell me briefly about your hobbies with your child?

After asking the background (warm-up/ice breaker) questions, the researcher will begin
the semi-structured interview.

Interview Questions:

The interview questions aim to answer the main research question:

What are the experiences of Filipino Single Mothers having Children diagnosed
with Level 3 Autism Spectrum Disorder?

The interview questions seek to elicit the perceptions, experiences, support, and
insights as a single parent and primary caregiver of their child with autism. The table
below shows the alignment of the interview.

Interview alignment in obtaining the experiences of Filipino Single Mothers of

Children diagnosed with Level 3 Autism Spectrum Disorder

Part 1: Perceptions About Autism Spectrum Disorder

1. What do you know about Autism Spectrum Disorder (before consulting a

psychologist or expert)?
1.1. Do you know the causes of Autism Spectrum Disorder?
1.2. Do you know the symptoms?
1.3. Does Autism Spectrum Disorder have a cure?
2. What were your first assumptions about an individual with autism?
3. What do you know about the different levels of Autism Spectrum Disorder?
3.1. How will you identify the level of Autism Spectrum Disorder?
3.2. Describe your knowledge about level 3 autism spectrum disorder (after
consulting a psychologist or expert).
4. How did consulting an expert shape the way you see autism spectrum disorder
overall?
Part 2: Experiences as a Single Mother of Children diagnosed with Level 3
Spectrum Disorder

A. Before the birth of the child:

1. Can you describe your life or lifestyle before you give birth to your child?
1.1. In carrying him/her in your womb, are there any complications or
accidents?
1.2. Do you have any source of stress?
1.3. Do you take medications?
1.4. What have you been eating and drinking before?
2. How is your relationship with your child’s father at that time?
3. Do you have a family member that also has children diagnosed with autism?

B. After the birth of the child:

4. As a single mother, how did you find out that your child has autism?
4.1. Did you notice signs that are unlikely in other children?
4.2. What are these behaviors?
4.3. How do you react?
5. When did you consult a professional about your child?
5.1. What are the doctor’s prescriptions? Any interventions?
5.2. Would you provide the range of the financial expenses for the therapy?
5.3. How many therapy sessions did your child take/ is your child taking?
5.4. Could you describe these sessions?
6. How did you accept that he/she is different?

Part 3: Parental support and care provided by Filipino single mothers in relation
to the symptoms of a child diagnosed with Level 3 Autism Spectrum Disorder

1. As a single mother, how do you take good care of your child/children with
autism?
1.1. Do you have a daily routine with your child?
2. How do you help your child to improve their developmental process?
2.1. Do you give your child a daily task to accomplish?
2.2. How do you encourage your child to finish their daily tasks?
2.3. How do you help your child in communicating with others?
2.4. How do you help your child with autism to develop strengths?
2.5. What are your ways to spend fun time with your child?
 3. What are the difficulties and struggles you face while taking care of your child
with autism?
3.1. What are your ways of dealing with your child's temper tantrum or
challenging behavior?
a. In public
b. At home
3.2. How do you provide and maintain a safe space for your child at home?
4. How do you overcome the challenges in taking good care of your child with
autism?
4.1. How do you balance your time in taking good care of your child and having
your own personal time?

Part 4: Ways of single mothers in sustaining their daily cost of living including
the needs of their child

1. How do you sustain your daily cost of living as a single mother with a child
diagnosed with level 3 ASD?
1.1. Do you have work?
1.2. If you have work, is your salary enough to sustain the needs of you as a
single mother and your child?
2. Do you get support from other people?
2.1. From the government or organization?
2.2. Does it help you sustain the cost in your daily living?

Part 5: Insights of Filipino single mothers in taking care of their children

diagnosed with level 3 Autism Spectrum Disorder

1. As a single mother, how does it feel to have a child diagnosed with level 3
autism spectrum?
1.1. How do you handle the fear and frustration, when you already knew the
diagnosis of your child?
2. What measurements do you take against other people’s opinions?
2.1. What adjustment did you do on taking care of your child?
2.2. How knowledgeable are you when it comes to understanding the case of
your child?
 2.3. How do you cope with the discrimination of other people in your child’s
case?
3. What’s your motivation in everyday life raising your child diagnosed with level 3
autism spectrum?
4. What are your strengths and weaknesses as a Single Mother of a child
diagnosed with autism?
5. What are your realization and learning taking care of your child diagnosed with
level 3 autism spectrum?

5.1. What are you looking forward to in life seeing your child growing up with
the condition of level 3 autism spectrum?

Thank you for your participation. I will contact you afterward to obtain additional
information as needed. I will also send you the transcription of this interview and verify
the accuracy of the information.
 Appendix E

Thank You Email to Participants

(to be sent within 24 hours after each interview)

Dear______,

Thank you for sharing your experiences with me on _____. I appreciate your taking the
time to do so. If you may provide me with any additional thoughts, ideas, or reflections
you have had since we conducted the interview, please do not hesitate to contact me.

You may respond to this email or call me, whichever you prefer. My email address is
_________ , and my phone number is ___________.

Sincerely Yours,

(Name of the Researcher)

 Appendix F

Follow-Up Email to Participants

Dear______,

Thank you for participating in my study. I appreciate the time you spent with me talking
about your experiences as a single mother of a child diagnosed with level 3 autism
spectrum disorder. Attached to the email you will find the transcription of your interview
session. Please review the attachment for its accuracy and contact me with any
additional thoughts, ideas, or reflections you may have.

Please respond via email to me at or call me at ____________.

Sincerely Yours,

(Name of the Researcher)