Peer-reviewed article
Evaluation of parent-child relationships using the flannel-graph in children with autism spectrum disorders
Koval-Zaytsev A, Furaeva E ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined parent-child relationships in families with children diagnosed with autism spectrum disorders (ASD) using a flannel-graph assessment tool, comparing them to typically developing children. The researchers measured parental behavior, child independence, and engagement levels using standardized surveys with 104 mothers and their children. Children with ASD showed lower independence in completing the task, and mothers of children with ASD reported different family dynamics and some showed signs of child rejection. The findings suggest that assessing parent-child relationships through play-based activities can help identify families needing psychological support.
Key points
- 30% of children with ASD did not complete the flannel-graph exercise due to disease severity
- 26% of mothers of children with ASD refused to participate in the assessment
- Statistically significant differences were found between groups on family satisfaction, emotional proximity, and disciplinary confrontation scales
- 13% of mothers of children with ASD showed pronounced rejection of their children on the Child Rejection Scale
- Typically developing children mastered the flannel-graph assessment independently
Limitations
The study does not specify the country or setting where the research was conducted. No comparison of outcomes over time was provided, making it unclear whether the flannel-graph assessment can predict or monitor changes in parent-child relationships.
Abstract
Introduction The study of child-parent relationships in families raising children with autism spectrum disorders (ASD) and the assessment of the dynamics of development of a child with ASD are necessary to provide timely psychological personalized assistance to such families. Objectives To study child-parent relations based on the mother’s behavior in an experimental play settings, in families raising children with ASD. Methods The child-parent relationship was being analyzed through the flannel graph that the child had previously created with fairy tale characters. This evaluation assessed child’s independence level, parent and child engagement levels. The following surveys were used to support these theses: “The interaction of the parents and the child” (IPC) and “Child Rejection Scale” (CRS). The survey sample size included 104 mothers and their children, half were with ASD (average age 7.1), and half were typically developed children (average age 7). Results Typically developing children mastered the flannel graph exercise assessment independently; 30% children with ASD did not complete the exercise due to the severity of the disease. Subsequently, among the mothers whose children have ASD 26% refused to participate and the facilitator helped them instead. Statistically significant differences were found on the IPC scales – satisfaction with family relationships; emotional proximity; disciplinary confrontation in the family. CRS identified 13% of mothers of children with ASD with pronounced rejection of children. Conclusions The study of child-parent relationships using flannel graph assessment can be helpful in a comprehensive research of ASD and in programming a psychocorrectional work with children, using the child’s proximal development.