AUTISM SPECTRUM DISORDER: AN INTERACTION ON THE

BEHAVIOR, EMOTIONS, AND RELATIONSHIP

AMONG FAMILY MEMBERS

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

McArthur Highway, Brgy. Kiagot, 8002 Digos City, Davao del Sur,

Philippines

In Partial Fulfillment of the Requirements in Research 1

BACHELOR OF SCIENCE IN NURSING

Eden Claire P. Relacion

Dhana Angela M. Rubellano
Rei Louie G. Senajon
AUTISM SPECTRUM DISORDER: AN INTERACTION ON THE
BEHAVIOR, EMOTIONS, AND RELATIONSHIP
AMONG FAMILY MEMBERS

A Thesis Presented to the Faculty and Staff

Polytechnic College of Davao del Sur, INC., Digos City

In Partial Fulfilment of the Requirements for the

Degree Bachelor of Science in Nursing (BSN)

EDEN CLAIRE P. RELACION

DHANA ANGELA M. RUBELLANO
REI LOUIE G. SENAJON

May 2024
 ii

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

McArthur Highway, Bgry. Kiagot, Digos City, Davao del Sur
Philippines, 8002

APPROVAL SHEET

In partial fulfillment of the requirements of the degree of Bachelor of Sci-

ence in Nursing, this undergraduate thesis entitled: “Autism Spectrum Disorder:

An interacton on the Behavior, Emotions and Relationships among Family Mem-

bers”. has been prepared and submitted by Eden Claire P. Relacion, Dhana An-

gela M. Rubellano, and Rei Louie G. Senajon.

MARILOU C. DIANA, MAED

Research Adviser

Approved by the Oral examination Committee:

MARILOU C. DIANA, MAED FERDINAND M. GALACIO, RN, MAN

Panel Member Panel Member

MORSID K. TULAO, CHA, PhD

Chairperson

Accepted in partial fulfillment of the requirement for the degree of Bachelor

of Science in Nursing

MARILOU C. DIANA, MAED

Director of Research and Development
 ACKNOWLEDGEMENT

This nursing research became a reality with kindness, support, and help.
The researchers would like to extend their sincere thanks to all of them.

First of all, the researcher would like to thank Almighty God for His endur-

ing grace, guidance and protection that He has bestowed upon us during this re-

search project.

We would like to express our sincere gratitude to our adviser, Ma’am, Mar-

ilou C. Diana, for her continuous support, patience, motivation, and immense

knowledge. Her guidance helped us throughout this research and writing our the-

sis.

We are incredibly grateful to our parents for their love, prayers, caring,

patiece, and sacrifices to educate and prepare us for our future. Also, the finan-

cial aid they gave us from the start to the end of this project. The shelter, food,

and water you provided us to survive the months of preparation and development

of the project were truly helpful.

The Researchers

iii
 DEDICATION

WE PROUDLY DEDICATE THIS SUCCESS TO OUR FAMILIES FOR

THEIR UNDYING SUPPORT AND LOVE, AS WELL AS TO OUR TEACHER

AND FRIENDS, WHO ENCOURAGED US ALL THROUGHOUT THE PURSUIT

OF THIS STUDY, AND TO GOD ALMIGHTY, WHO HAS NEVER FAILED TO

SHOW US HIS GRACE AND LOVE WE OWE THIS TO YOU.

Dhana, Eden, and Louie

iv
 ABSTRACT

Autism Spectrum Disorder (ASD) is characterized by social communica-

tion deficits and restricted and repetitive behaviors, which can significantly impact

family dynamics in various ways such as increased stress levels among family

members due to caregiving demands or social isolation caused by social difficul-

ties experienced by individuals with ASD (Ibanez et al., 2018). This thesis aims at

investigating how families with ASD members behave emotionally and interact

relationally through a mixed-methods study design involving both quantitative

surveys (N = 100) using standardized measures such as Social Responsiveness

Scale (SRS) (Constantino & Gruber-Baldini 2012) or Autism Behavior Checklist

(ABC) (Krug et al., 1980) and qualitative interviews (N = 20) with parents and sib-

lings of individuals with ASD aged between 5-18 years old. The study will explore

the impact of Autism Spectrum Disorder on family relationships, the role of family

support systems, and the effectiveness of interventions for families with Autism

Spectrum Disorder members. The findings of this study will provide insights into

the complexities of family dynamics in Autism Spectrum Disorder and inform the

development of interventions and support programs for families with Autism

Spectrum Disorder members.

 TABLE OF CONTENTS

Page No.
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v
LIST OF FIGURES vi

CHAPTER I: THE PROBLEM AND IT’S SETTINGS

Introduction 1
Statement of the Problem 2
Theoretical Framework 2
Scope and Delimitation
4
Conceptual Framework 4
Significance of the Study 5
Definition of Terms 6

CHAPTER II: REVIEW OF RELATED LITERATURE 7

CHAPTER III: RESEARCH AND METHODOLOGY 14

Research Design 14
Sampling Technique 14
Subjects/Respondents of the Study 14
Research Locale 15
Research Instrument 15
 Data Gathering Procedure 15
Data Analysis 17

Ethical Considerations 18

REFERENCES 18
APPENDICES
Appendix A. Letter to Dean of Nursing 20
Appendix B. Letter to the Skill Hive Therapy Center 21
Appendix C. Letter to the Respondents 22
Appendix D. Questionnaires 24

CURRICULUM VITAE 26

LIST OF FIGURES

Figure No. Title Page No.

1 Conceptual framework 5
2 Site Map 23

3 Questionnaire 24

LIST OF APPENDICES

APPENDIX DESCRIPTION
A LETTER OF THE DEAN
 CHAPTER 1
THE PROBLEM AND ITS SETTING

INTRODUCTION

Adult and young people on the autism spectrum disorder with their par-

ents’ face issues and challenges on a day-to-day basis. Persistent difficulties with

social communication and social interaction, they may not understand social

rules such as how to stand from somebody else, or they may find it difficult to

make friends. Collaborating with the families of these children in therapy ses-

sions is fast becoming best practice in many countries (Thompson & Mcferran,

2015). Mothers expressed emotion and were coded as significantly more critical

and less warm towards their child with ASD than the sibling (Griffith, Hastings,

Petals, & Lloyd, 2015).

Effects of children who have autism spectrum disorder (ASD). Potential

consequences on their transport across the blood barrier and their availabil-

ity during brain development (Cascio et al., 2019). Due to no indirect effect

through social aid becoming observed for any member of the family and no

oblique effect of caregiver (Baker et al.,2019). A combination of factors - ge-

netic and environmental - may account for differences in development.

Autism is not caused by a person's upbringing, their social circumstances

 2

and is not the fault of the individual with the condition (Hu, Han, Bai &, Gao,

2019). It revealed that the level of intellectual functioning in individuals with

ASDs is extremely variable, extending from profound impairment to superior

levels.

Objectives of the Study

This research aims to determine the behavior, emotions and relational interaction

of autism spectrum disorder in Bansalan, Davao del Sur. Specifically, this study

would like to find answers to the following questions:

1. What are the demographic characteristics of the respondents in terms of:

Child Demographics

1.1 Gender

1.2 Age

1.3 Sex

Family Demographics

1.4Parents/ Siblings Highest Level of Education

2. What are the experiences and struggles of the family having a member that

has an autism spectrum disorder?

2.1 What are the behavior, emotions and relational interaction of family

having a member with Autism Spectrum Disorder?

3. What are the challenges encountered by the family having a member with

autism spectrum disorder?

4. What are the coping mechanisms did the family apply to cope up with the

struggles of having a member that has an autism spectrum disorder?

 3

5. What are the insights they share to inspire there family member having Autism

Spectrum Disorder?

Theoretical Framework

This study is anchored by are the following theories, first, is the Family

System Theory of Bowen (1966). This theory connects the multiple roles an indi-

vidual possesses within the family systems as being responsible for an individ-

ual’s development. Followed by the social Cognitive theory of Bandura et.al

(2001). This theory examines how human behavior and development are influ-

enced through cognitive, behavioral, and environmental factors. Also, the Attach-

ment theory which focuses on how individuals learn from their environment and

how they develop beliefs, attitudes, and behaviors. Next theory is Stress and

Coping theory by Krohne (2002). This theory explains how individuals respond to

stress and how they cope with challenging situations. And the last theory is So-

cial Support theory by Luther et.al (2005). That acquiring social support and re-

framing were the most frequently used coping strategies.

Family Systems Theory This theory states that families are interconnected and

that the behavior of one family member can affect the behavior of others. In the

case of a family with a member with Autism Spectrum Disorder (ASD), this theory

can help in understanding the complex interactions within the family system and

how it can affect the behavior, emotions and relationships of everyone involved.

Social Cognitive Theory: This theory focuses on how individuals learn from

their environment and how they develop beliefs, attitudes, and behaviors. In the

context of ASD, this theory can be applied to understand how parents and sib-
lings learn to cope with the challenges that come with having a family member

with ASD and how their attitudes and behaviors towards ASD can affect the indi-

vidual with ASD.

Attachment Theory: This theory focuses on how early attachment experiences

shape the nature of relationships throughout one's life. In the context of ASD, this

theory can be applied to understanding how the attachment style between the in-

dividual with ASD and his/her family members can affect their behavior, emo-

tions, and the quality of their relationships.

Stress and Coping Theory: This theory explains how individuals respond to

stress and how they cope with challenging situations. In the context of families

with a member with ASD, this theory can help in understanding the stressors that

families face, how they cope with them, and how their coping strategies can af-

fect the degree of stress experienced by the family.

Social Support Theory: This theory emphasizes the importance of social sup-

port networks in coping with stress and challenging situations. In the context of

ASD, this theory can help in understanding the role of social support networks,

such as family, friends, and community resources, in supporting families with a

member with ASD.

Scope and Delimitation

The scope of our research focuses on the behavior, emotions, and rela-

tional interaction of families who have a member with Autism Spectrum Disorder

(ASD). The study will explore the experiences of families with children or siblings

diagnosed with ASD in different backgrounds, cultures, and socio-economic sta-

 5

tus. The research will also examine the impact of ASD on the family's daily rou-

tine, social life, and emotional wellbeing.

This research will focus on families who have a member with ASD and will

not include families with members who have other developmental disorders. The

study will also exclude families who do not reside in the same household with the

ASD member. The research will not look into the medical or clinical aspects of

ASD, but instead, concentrate on its social and emotional implications. Further-

more, the study will not cover the effects of interventions or therapies on the fam-

ily's behavior, emotions, and relational interaction.

Significance of the Study

The findings of the study may benefit the following:

Therapist. The Findings of this study, as well as the method used, can be bene-

ficial to both children and adults, who wish to find a solution and possible treat-

ments to this mental imbalance range or (ASD).

Immediate Family. The data gathered in this study would be of great help to ev-

eryone, especially to those families who have a member with autism spectrum

disorder wherein the treatment discovered in this study would be used as their

basis in applying interventions.

Relatives. Everyone may benefit significantly from the data gained in this study,

but it would be especially helpful for family members of those with autism spec-

trum disorders to learn how to manage when faced with the challenges of inter-

acting a child with ASD.

 6

Future researchers. This research will be a useful reference for the researchers

who would plan to make any related study about determining the behavior, emo-

tions, and relational interactions of autism spectrum disorders in the nursing pro-

gram.

Definition of Terms

The following terms are defined relative to their use in the study.

Behavior - it refers to the response of a person, with autism spectrum dis-

order to his/her environment through his/her thoughts and feelings.

Emotions – is a form of communication of ASD children (such as anger or

fear).

Interactions – a situation where two or more people or things communi-

cate with each other or reaction of ASD children towards other people.

Autism- is a neurological disorder and is characterized especially difficul-

ties in forming and maintaining social relationships.

Spectrum- is a mental disorder that includes a range of liked conditions,

extending to include singular symptoms and traits.

Disorder- a developmental disability cause by differences in the brain.

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This part of the research paper will discuss the studies, Review of Related

Literature by those individuals who have mental imbalance range issue or ASD.

Emotions. As stated by Deater-Deckard (1998), parenting stress might

mediate the relations between parents’ emotional abilities and parenting behav-

iors. That is, parents’ own emotional difficulties might lead to more maladaptive

and less adaptive parenting because such difficulties limit the emotional re-

sources available for dealing with chronic parenting stress (such as the stress as-

sociated with the long-standing role as primary caregivers of a child with ASD).

Such associations might further correlate with a wide array of risks for maladap-

tive parenting. Indeed, given that perceived parenting stress varies greatly

among parents, emotion regulation abilities might set the tone for how much par-

enting-related stress an individual subjectively perceives. The more stress one

believes she or he has experienced, the less likely they are to provide optimal

parenting to their children, especially those with ASD.

Another study found related to the parents’ emotions with ASD child, par-

enting a child with an autism spectrum disorder (ASD) can be highly challenging.

Extensive behavior problems associated with the disorder may contribute to poor

psychological health amongst parents. It is important to investigate factors that

are related to parental well-being and that may be amenable to intervention. The
current study investigated mindful parenting amongst parents of children with

ASD. Participants (N = 28) completed a questionnaire about their child’s behavior

problems, parental stress, depressive and anxiety symptoms, and mindful par-

enting, along with open-ended questions about mindful parenting practices and

general parenting experiences. Higher levels of mindful parenting were related to

lower levels of depressive symptoms and stress. There was no relationship be-

tween mindful parenting and anxiety symptoms. Higher levels of child behavior

problems were associated with more severe parental depressive symptoms, anx-

iety symptoms and stress and lower levels of mindful parenting. Contrary to ex-

pectations, preliminary analyses using partial correlations indicated that mindful

parenting did not mediate the relationship between child behavior problems and

parental distress. Thematic analysis of the open-ended mindful parenting ques-

tions yielded four main themes: examples of mindful parenting practices, specific

strategies, advantages of mindful parenting and difficulties in adopting these

practices. Three themes regarding general parenting experiences emerged: par-

ent and family problems, positive feelings towards the child and parenting ap-

proaches. Mindful parenting may have benefits for parents’ psychological health.

Further research exploring the effectiveness of mindful parenting interventions is

warranted.

Another study reveals that sibling with ASD experienced stressful life con-

ditions. The analysis resulted in seven content categories: precocious responsi-

bility, feeling sorry, exposed to frightening behavior, empathetic feelings, hoping

 9

that a group home will be a relief, physical violence made siblings feel unsafe

and anxious, and relations with friends were affected negatively.

According to Giovagnoli, G et al. 2015, parents of children with autism

spectrum disorder (ASD) were shown to experience more stress than parents of

typically developing peers, although little is known about risk factors predicting

stress in this population. The aim of this study was to evaluate parental stress

levels and behavioral and emotional problems in a sample of preschool children

with ASD as compared to typically developing (TD) peers and to investigate the

role of several factors, including the severity of autistic symptoms, adaptive skills,

cognitive abilities and behavioral and emotional problems, on parental stress.

Results confirmed that parents of children with ASD experience higher stress lev-

els than parents of TD and that children with ASD show more behavioral and

emotional problems than controls. Moreover, our results showed that behavioral

and emotional problems are strong predictors of parental stress, while stress re-

lated to a parent–child dysfunctional relationship was associated with daily living

and communication skills as well as cognitive abilities. Findings revealed different

behavioral and emotional problems affecting parental stress in ASD and TD sam-

ples. No association between the severity of autism symptoms and parental

stress was detected. These results suggest that dysfunctional behaviors in

preschool children with ASD have a strong impact on parental stress, profoundly

affecting the well-being of the entire family. Therefore, strategies aimed at the

early detection and management of these behavioral and emotional problems are
 10

crucial to prevent parental stress and to develop the most appropriate treatment

interventions.

Parents of children with autism spectrum disorder (ASD) present more

well-being and stress problems than parents of typically developing (TD) chil-

dren. However not all parents present these problems. These problems can be

due to a dynamic interaction between environmental antecedents, person an-

tecedents, and mediating processes. Understanding how these factors sepa-

rately contribute to explain parents’ well-being and stress can have implications

for intervention programs. The aim of this study was to explain parents’ subjec-

tive well-being and physiological stress by considering whether they had a child

with ASD or not and their child’s negativity (environmental antecedents), their

perception of their child’s problems (person antecedents), and their use of reap-

praisal (mediating processes) Costa, A. P., Steffgen, G., & Ferring, D. (2017).

Children with autism commonly have trouble controlling their emotions. Al-

though existing treatments are successful in teaching critical emotion regulation

skills, not all children improve. It is important to identify the factors that influence

treatment response to be able to reach more children.

Behaviors. According to Coplan et.al (2002); Darling and Steinberg

(1993). One way that parenting can be measured is through parents’ general pat-

terns of childrearing, which characterize their typical responses to a broad range

of contexts and situations.

 11

Such behaviors can be summarized as parenting behaviors that promote

or disrupt their “optimal parental bonding” with their children and can be broadly

categorized into “care/affection” and “overprotection/control”. Another study found

similar data, showing that Parents who demonstrate more care/affection tend to

be more positive during their interactions with their children and exhibit more

emotional warmth, closeness, and empathy toward their children, whereas over-

protective parents tend to control every aspect of their children’s lives and en-

courage dependence, intrusion, and control of their children’s behaviors (Parker

et al. 1979; Rubin et al. 2002).Another evidence shows that parental behavior

plays a role in the development of children with ASD as it does with TD children.

Some of the earliest studies examining parent-driven effects and parenting be-

havior addressed the role of attachment in infants with ASD.

Moreover, studies have shown mixed results relating to the impact upon

children of having a sibling with a disability. However, siblings of children with

autism may be more at risk than siblings of children with other disabilities. In the

present study, data were gathered on 22 siblings of children with autism. These

children were rated by their mothers as having more behavior problems and

fewer prosocial behaviors than a normative sample. Analysis of variables predict-

ing sibling behavioral adjustment revealed that boys with siblings who have

autism, and those younger than their sibling with autism, engaged in fewer proso-

cial behaviors. Psychological adjustment of mothers (stress) and the child with

autism (behavior problems) were not predictive of sibling behavioral adjustment.

Richard P. Hasting (2003).

 12

Autism spectrum disorders (ASD) are neurodevelopmental disorders in

which multiple genetic and environmental factors play roles. Symptoms of deficits

in social communication and restrictive, repetitive behavioral patterns emerge

early in a child's development. While parents do not cause these difficulties, im-

pairments in social relatedness can strain parent child interactions and parental

stress can have negative transactional effects that impede children development.

Conversely, as with typically developing children, parental behavior can also en-

hance development in ASD and parents play a role in many interventions. In this

review we examine parental contributions to the development of children with

ASD, focusing on social communication and emotional regulation. We address

parent and family characteristics that may impede development so they can be

identified in families and interventions developed to target them Crowell, J. A.,

Keluskar, J., & Gorecki, A. (2019)

According to Vernon, T. et. al (2017) The social vulnerabilities associated

with young children with autism are recognized as important intervention targets

due to their influence on subsequent development. Current research suggests

that interventions that combine motivational and social components can create

meaningful changes in social functioning. Simultaneously, it is hypothesized that

parent delivery of such strategies can invoke increases in these core social be-

haviors and parent engagement.

Children are diagnosed at increasingly earlier ages with autism spectrum

disorder, characterized by diminished levels of social orienting and engagement.

Parent-mediated interventions incorporating the use of responsive parent behav-

iors have shown promise for use with young children with autism spectrum disor-

der to increase a variety of social-communication behaviors. This study exam-

ined the way parents acquired and used a set of responsive parenting techniques

with their young children with fidelity and investigated the associations of fidelity

use of these techniques with changes in child joint engagement outcomes. Al-

though parents began the training phase demonstrating low levels of responsive

parenting behaviors, they acquired and implemented a specific set of responsive

parent techniques with their children with ongoing fidelity, and the use of these

techniques was collaterally associated with increased levels of joint engagement

in two of the three participant children. Implications for research and practice are

discussed, Killmeyer, S., & Kaczmarek, L. (2017)..

Behavioral parent training is a critical component of treatment for children

with autism, however, engaging parents effectively can be challenging. Despite

evidence that private events can strongly influence parent behavior and training

outcomes, the topic has received minimal attention in the behavioral literature

thus far. Acceptance and Commitment Training (ACT) is a contemporary behav-

ioral approach to increasing adaptive, flexible repertoires of behavior, by reducing

control by problematic rule-deriving and rule-following. This study is the first to

examine the effects of ACT on values-directed overt behavior in parents of chil-

dren with ASD. A nonconcurrent multiple baseline design across participants was

used to evaluate treatment effectiveness. Notable increases in overt values-di-

rected parent behavior were observed for all participants. Gains maintained post-

training, with the greatest effects observed more than 6 months post-training. Ex-
ploratory data suggested possible decreases in parental experiential avoidance

and increases in self-compassion.

CHAPTER III
RESEARCH METHODOLOGY

This chapter explains various methodologies that were used in gathering

data and analysis which are relevant to the research. The methodologies will in-

clude areas such as the location of the study, research designs, sampling and

sample size, types of data, data collection method and its management.

Research Designs

The researcher will employ a phenomenological approach. This is a form

of a qualitative research that focuses on the study of a person’s lived experi-

ences. The data are generally non-numeric. It is used to capture expressive infor-

mation not conveyed in quantitative data but about beliefs, values, feelings, and

motivations that underlie behaviors. This design was used since the main pur-

pose of the study is to know the behavior, emotions and relational interaction of

family having a member with autism spectrum disorder at Bansalan Davao del

Sur.

Sampling technique
 15

The researcher is about subjective opinion therefore a purposive sampling

method will be used and selection amongst family having a member with autism

spectrum disorder.

Subjects/Respondents of the Study

The respondents of this study will be held at Skill Hive Therapy Center in

Bansalan Davao del Sur. In which the researchers will interview five (5) family

members with autism spectrum disorder.

Research Locale

The study will be conducted at Skill Hive Therapy Center at Bansalan,

Davao del Sur, Philippines. The respondents will be interviewed in the waiting

area at the therapy clinic, or any comfortable place that the respondent will

choose to.

The researchers believe that these participants would be enough to pro-

vide sufficient and essential information to answer the questions raised in this

study.

Research Instrument

The researcher interviews the respondents to gather data. The re-

searchers will conduct one on one interviews. Using this technique, the re-

searcher will ask the participants some questions and they will be able to open

their feelings and perceptions about the topic. The researchers were able to un-

cover their unfiltered thoughts hidden for a long time and help understand their

behavior, emotions, and relational interaction.

 16

Data Gathering Procedure

The data will be gathered by requesting authorization from the authorities

to perform this research. Mr. Morsid K. Tulao, CHA, Phd, the head of the nursing

department, will be the first to provide approval. The approval of the participants

is the next permit required in this investigation. Also, the approval of the CEO of

Skill Hive Therapy Clinic at Bansalan, Davao del sur to conduct research. Then

lastly the approval of the research director Ma’am Marilou C. Diana, MaEd will

also be requested.

The researchers will employ an interviewing method to the chosen respon-

dents to get data needed for this research. The researchers will conduct inter-

views with the family having a member with ASD based on the problem question

that the researchers hope to answer.

Data Analysis

Thematic analysis was used, which allowed in determining gave insights into the

Behavior, Emotions and relational Intercations of Family Having a Member with

Autism Spectrum Disorder.

Ethical Considerations

In conducting this qualitative research, the ethical consideration plays a

crucial role. First and foremost, obtaining informed consent from participants is of

utmost importance. Participants should willingly and knowingly agree to partici-

pate, comprehending the study’s purpose, potential risk and their right to with-

draw without any negative consequence. Maintaining anonymity and confidential-

ity to protect participants’ identities is essential, and during interviews, preserving

 17

privacy and showing respect for emotional boundaries must be a priority. Ethical

approval, cultural sensitivity, and transparent research practices are vital compo-

nents. Continuous monitoring of participant well-being is necessary, and the dis-

semination of results should adhere to ethical guidelines and acknowledge the di-

versity among participants.

Additionally, minimizing potential harm is crucial and providing support re-

sources and referrals becomes necessary if sensitive or distressing experiences

surface during the study. The research should ultimately aim to benefit both the

participants and the broader nursing community by addressing substantial issue

related to the balance between academic demands and personal life. By adher-

ing to these ethical considerations, researchers can conduct their study responsi-

bly, respecting participants’ rights and well-being, while also contributing valuable

insight to the field of nursing education.

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 20

APPENDIX A
LETTER TO THE DEAN OF NURSING

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

MacArthur Highway. Brgy. Kiagot, Digos City,

Davao del Sur, Philippines 8002

Dr. Morsid K. Tulao, CHA, PhDM

Dean of Nursing
Polytechnic College of Davao del Sur

Dear Sir,

We are the third-year Nursing students of Polytechnic College of Davao

del Sur; we are currently enrolled in Nursing Research 2. As a partial fulfilment
with our study entitled “Autism Spectrum Disorder: An interaction on the Behav-
ior, Emotions and Relationship among family members”

In order to do so, we would like to ask your approval for us to conduct our study
ENTITLED “Autism Spectrum Disorder: An interaction on the Behavior, Emotions
and Relationship among family members” at the Skill Hive Therapy Clinic cur-
rently to those who are enrolled.

Your approval to conduct this study will be greatly appreciated.

Very Truly Yours,

EDEN CLAIRE RELACION
DHANA ANGELA M. RUBELLANO
REI LOUIE G. SENAJON

Noted:
MARILOU C. DIANA, MAED

Approved by:

MORSID K. TULAO, CHA, PHDM

Dean of Nursing
 21

APPENDIX B

LETTER TO SKILL HIVE THERAPY CENTER

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

MacArthur Highway. Brgy. Kiagot, Digos City,

Davao del Sur, Philippines 8002

Sir/ Madame:
Good day!

We are writing to request your kind assistance for our research entitled “Autism Spec-
trum Disorder: An interaction on the Behavior, Emotions and Relationship among
family members” This research aims to investigate how families with a member who
has autism spectrum disorder (ASD) cope with the challenges associated with their con-
dition and how they interact with each other.

As part of our study, we are planning to conduct research interviews with families who
have a member with Autism Spectrum Disorder. The interviews will serve as a means to
gather information about the experiences and perspectives of families in dealing with this
condition.
If possible, we would like to conduct research interviews with families within your organi-
zation. We would ensure that all information gathered would be kept confidential and
that the data would be used for research purposes only.
Thank you for your time and consideration. We look forward to hearing from you soon.
Very Truly Yours,
DHANA ANGELA RUBELLANO
EDEN CLAIRE RELACION
REI LOUIE G. SENAJON
Researchers
Noted:
MARILOU C. DIANA, MAED
Research Adviser
 22

APPENDIX C

LETTER TO THE PARTICIPANTS

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

MacArthur Highway. Brgy. Kiagot, Digos City,

Davao del Sur, Philippines 8002

Sir/ Madame:
Good day!

We would like to invite you to participate in our research study entitled “Autism Spec-
trum Disorder: An interaction on the Behavior, Emotions and Relationship among
family members”. The purpose of this study is to gain a better understanding of the ex-
periences and challenges faced by families who have a member with ASD.

Your participation in this study is entirely voluntary, and you have the right to withdraw at
any time. We will be conducting interviews with family members, observing family inter-
actions, and collecting data through surveys and questionnaires. All data collected will
be kept confidential, and your identity will remain anonymous.
By participating in this research, you will be contributing to the knowledge of ASD and
helping us to better understand the experiences of families affected by this disorder.
Your participation will also deepen our understanding of how ASD affects family dynam-
ics and the impact it has on familial relationships.
We appreciate your willingness to be involved. Thank you for your time and interest.
Very Truly Yours,
DHANA ANGELA RUBELLANO
EDEN CLAIRE RELACION
REI LOUIE G. SENAJON
Researchers
 23

Noted:
MARILOU C. DIANA, MAED
Research Adviser

SPOT MAP

SKILL HIVE THERAPY

CLINIC, BANSALAN
DAVAO DEL SUR
 24

FIGURE 1. Spot Map. The Skill Hive Therapy Clinic, is located in the heart of

Mother Ignacia, Bansalan, Davao del Sur, Philippines, offers specialized thera-

peutic services for individuals with Autism Spectrum Disorder (ASD). The Skill

Hive clinic is dedicated to providing evidence-based interventions that promote

social, communication, and behavioral skills in individuals with Autism Spectrum

Disorder (ASD).

APPENDIX C

QUESTIONNAIRES

POLYTECHNIC COLLEGE OF DAVAO DEL SUR, INC.

MacArthur Highway. Brgy. Kiagot, Digos City,

Davao del Sur, Philippines 8002

FAMILY PERCEPTION OF AUTISM SPECTRUM DISORDER

Family Perception of Autism Spectrum Disorder

Participants are encouraged to fill-out demographic information and bring it to the inter-
view.

Child Demographics
Gender: MALE: FEMALE: DOB: ___/___/______
Age of Diagnosis:
Family Denmographics
Parents/ Sibling Highest Level of education: ________________________
Siblings: Yes, how many? ____ Older/Younger No

Objective 1: Experience and Struggles

 25

1. How has having a member with autism spectrum disorder affected the

emotional well-being of your family?

2. What specific struggles and challenges have you faced as a family in rais-

ing a child with autism spectrum disorder?

3. How do you think autism spectrum disorder has affected family dynamics

and relationship within your household

4. How does having a sibling with autism affect the other sibling?

5. Having a sibling with autism spectrum disorder, how does it impact your

happiness and overall life?

Objective 2: Coping Mechanism

1. How would you describe the coping mechanisms that your family member

with autism spectrum disorder uses in challenging situations?

2. In what ways do you manage the stress or anxiety?

3. What coping mechanisms have you and your family developed to deal

with the stress and demands of caring for a family member with autism

spectrum disorder?

Objective 3: Behavior, Emotions and Relational Interactions

1. Have you noticed any patterns in your family member's behavior or triggers

that may be helpful to understand and manage? How have you addressed these

patterns?

2.What are the effective ways that you have done in improving the behavior in

having a family member with ASD?

 26

3.What intervention has been effective in improving the emotions of family

members with ASD?

4.What intervention has been effective in improving the relational interaction of

family members with ASD?

5.How have you sought support for your family and your family members with

autism spectrum disorder?

Objective 4 : Insights

1. What are the positive insights and responses from parents toward the sib-

ling with autism spectrum disorder?

2. What are some uniques qualities or strengths that you admire having a fam-

ily member with autism spectrum disorder?

3. As a Parent/Sibling what are some strengths that you see in your family

member with autism spectrum disorder?

4. Is there anything else you would like to share about insights and experi-

ences with our family member with autism spectrum disorder?

 CURRICULUM VITAE
Name: Eden Claire P. Relacion
Address: Purok 2 Brgy. Baybay,
Malalag, Davao del Sur
Phone Number: 09560741551
Email: edenrelacion13@gmail.com

PERSONAL INFORMATION

Nickname: Den Civil Status: Single

Birthday: October 13, 2002 Father´s Name: Edgar J. Relacion
Birthplace: Digos City Mother´s Name: Chona P. Relacion
Age:21 years old
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUD

Elementary: Baybay Elementary School

2014 - 2015
Baybay, Malalag, Davao del Sur

Junior High School: Davao del Sur School of Fisheries

2018 – 2019
 27

Bagumbayan, Malalag, Davao del Sur

Senior High School: Cor Jesu College

2020 – 2021
Sacred Heart Avenue, Digos City

College: Polytechnic College of Davao del Sur,Inc.

CURRICULUM VITAE
Name: Rei Louie G. Senajon
Address: 1767, Purok Pag-asa, Tres de Mayo,
Digos City, Davao del Sur
Phone Number:
Email: reilouie229@gmail.com

PERSONAL INFORMATION

Nickname: Loy Civil Status: Single

Birthday: July 29, 2002 Father´s Name: Vicente P. Senajon Jr.
Birthplace: Digos City, Davao del Sur Mother´s Name: Maria Ivy G. Senajon
Age:21 years old
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUD

Elementary: Don Mariano Marcos Elementary

School
2014 - 2015
Plaridel Street, Digos City

Junior High School: Digos City National High School

 28

2018 – 2019
Rizal Avenue, Digos City

Senior High School: Cor Jesu College

2020 – 2021
Sacred Heart Avenue, Digos City

College: Polytechnic College of Davao del Sur

McArthur Highway, Digos City

CURRICULUM VITAE
Name: Dhana Angela Rubellano
Address: #1786, Luna Extension, Digos City
Phone Number: 09501663144
Email: da.rubellano@gmail.com

PERSONAL INFORMATION

Nickname: Sweety Civil Status: Single

Birthday: August 17, 2002 Father’s Name: Sulpicio S. Rubellano
Birthplace: Digos City Mother’s Name: Segundina M. Rubellano
Age: 21 years old
Nationality: Filipino
Religion: Roman Catholic

EDUCATIONAL BACKGROUD

Elementary: Digos Central Adventist Academy Inc.

2014-2015
Lapu-Lapu Extension, Digos City

Junior High School: Digos Central Adventist Academy Inc.

2018-2019
 Lapu-Lapu Extension, Digos City

Senior High School: Cor Jesu College

2020 – 2021
Sacred Heart Avenue, Digos City

College: Polytechnic College of Davao del Sur

McArthur Highway, Digos City