INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

Parental Involvement and Challenges in Applied Behavioral Analysis

(ABA) and their Influences on the Social-Emotional Development of

Children with Autism Spectrum Disorder (ASD)

Ma. Lu P. Maneja¹, Lilibeth C. Pinili², Raymond C. Espina³, Janine Joy L. Tenerife-Cañete⁴, Reylan G.

Capuno⁵, Randy C. Mangubat⁶, Honorio C. Anora⁷, Veronica O. Calasang⁸

Cebu Technological University – Main Campus Cebu City, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000822

Received: 07 November 2025; Accepted: 14 November 2025; Published: 25 November 2025

ABSTRACT

This study investigated the parental involvement and challenges in Applied Behavior Analysis (ABA) and

their influence on the social-emotional development of children with autism spectrum disorder (ASD) within

selected Special Education (SPED) programs in the Division of Cebu Province, specifically Daanbantayan

Central Elementary School and Liloan Central School, during the School Year 2025–2026. The findings

indicate that parents of children with ASD undergoing ABA therapy experience significant challenges across

logistical, emotional, social, and systemic domains, with financial burden, parental guilt, difficulties in social

connection, and long waiting lists for services emerging as key concerns. The study also provides evidence

supporting the effectiveness of ABA therapy in enhancing emotional and social development, particularly in

strengthening emotional bonds with family members and caregivers. Furthermore, statistical analysis revealed

a significant relationship between the extent of parental challenges and the social-emotional development of

children with ASD across all dimensions of parental challenges examined. It was highly recommended for the

implementation of the proposed intervention plan for SPED teachers and parents, encouraging SPED teachers

to strengthen collaboration with parents through consistent communication and training, and urging school

administrators to develop policies and allocate resources to improve ABA therapy accessibility.

Keywords— Special Education, Parental Involvement, Applied Behavior Analysis (ABA) Therapy, Autism

Spectrum Disorder (ASD), Descriptive-Correlational

INTRODUCTION

This research examined how parental involvement influences the connection between Applied Behavior

Analysis (ABA) and the social-emotional growth of autistic children. The study will take place during the

2025-2026 academic year at Daanbantayan Central Elementary School and Liloan Central School in Cebu

Province, both of which provide Special Education (SPED) services.

Neurodevelopmental differences, notably autism spectrum disorder (ASD), pose significant challenges for

individuals and communities globally. Although prevalence rates fluctuate geographically, the widespread

effects of ASD are undeniable.

Characterized by reduced social engagement, restricted interests, and atypical responses to sensory input, most

children with autism show signs before they turn three, and boys are diagnosed more often than girls. While

early perspectives considered children with ASD untrainable, specialized interventions, such as Applied

Behavior Analysis (ABA), have demonstrated significant potential for improving developmental outcomes

(Bordini et al., 2024).

The global rise in ASD diagnoses underscores the urgent need for effective interventions, with early

intervention proven crucial for improving long-term outcomes. Extensive research confirms Applied Behavior

Analysis (ABA) as a highly effective intervention, significantly improving multiple aspects of life for autistic

children.

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With autism rates on the rise in China, there's a growing need for Applied Behavior Analysis (ABA) therapy.

For children in care, ABA helps them learn essential life skills like communication and self-care, encouraging

good behavior and reducing challenging behaviors. It uses positive reinforcement and real-life situations so

kids can use what they learn in different places. This is especially important because caring for a child with

autism can be very stressful for families, and many autistic children need extra support with daily tasks

(Marshall, 2022).

Autism spectrum disorder (ASD), categorized as a neurodevelopmental disorder within the DSM-5 diagnostic

framework, is characterized by persistent deficits across social interaction, communication, and behavioral

domains, manifesting significantly from early childhood onward. These pervasive challenges, encompassing

profound limitations in social-emotional competencies and activities of daily living, exert a considerable

impediment to holistic development. Social-emotional functioning, encompassing the requisite skills for

effective interpersonal engagement, including emotional regulation, decision-making, problem-solving,

empathy, and perseverance, represents a critical area of deficit for individuals with ASD. Consequently,

research dedicated to the enhancement of social and communicative capacities assumes paramount importance

in optimizing the well-being of both individuals with ASD and their families (Bordini et al., 2024).

The effectiveness of ABA is not solely dependent on the therapy itself; parental involvement plays a critical

mediating role. Autistic individuals face developmental hurdles stemming from neurological differences

affecting communication, social interaction, and behavior (Hodges et al., 2020). Active parental engagement is

crucial, particularly in educational settings. Studies consistently demonstrate that parental participation in

therapeutic interventions significantly enhances a child's progress (Sneed & Samelson, 2022; Frolli et al.,

2021).

ABA therapy, a leading evidence-based approach to autism treatment (Raches et al., 2019), uses behavioral

techniques to build positive behaviors and decrease problem behaviors. A six-part model highlights the diverse

ways parents can effectively support their children: through their parenting style, communication with school

and therapists, volunteering, home-based learning, collaborative decision-making, and community

involvement.

Within the Philippine context, access to quality ASD services, particularly in rural areas like Daanbantayan,

Cebu remains a significant challenge. Understanding the specific dynamics of parental involvement within this

cultural context is therefore crucial.

This study addresses a critical gap in understanding the effectiveness of Applied Behavior Analysis (ABA) for

autistic children by examining the mediating role of parental involvement within the specific cultural and

geographical context of Daanbantayan, Cebu, Philippines. Focusing on parents or primary caregivers, given

their central role in childcare, focusing on them helps us understand how their involvement affects how well

ABA therapy works.

The aim is to improve the well-being and social integration of autistic individuals by evaluating the impact of

an evidence-based ABA program on key developmental areas in institutionalized children with ASD. Findings

will be used in the development of more effective and culturally sensitive ABA interventions for children with

ASD.

Legal Basis

Republic Act No. 7277 (Magna Carta for Disabled Persons): This foundational law prohibits discrimination

against persons with disabilities (PWDs), including those with ASD, and mandates equal access to education,

employment, and healthcare. It promotes their integration into mainstream society.

Riesena, Morgana and Griffin (2015) opine that successful employment outcomes for people with disabilities

are more of the norm today. Those are civil rights where the social barriers are lessened for people with

disabilities. Which also includes supporting equal education, economic, and employment opportunities which

is now part of the Philippine culture. To bolster this practice, Republic Act No. 10524 was passed in 2013

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

amending Republic Act No. 7277 or the Magna Carta for PWDs. These laws require government agencies to

reserve at least 1 percent of their total positions to PWDs.

The Magna Carta accords certain rights explained by Moscoso (2017), and privileges to PWDs, including

those regarding employment, and grants equal employment opportunity. It states that no disabled person will

be denied access to opportunities for suitable employment. In other words, a qualified disabled employee shall

be subject to the same terms and conditions of employment. The same compensation, privileges, benefits,

fringe benefits, incentives or allowances as a qualified able-bodied person shall also be given.

Republic Act No. 9442, also known as the "Accessibility Law," significantly amends Republic Act No. 7277

(Magna Carta for Disabled Persons). While RA 7277 established the basic rights and protections for persons

with disabilities (PWDs), RA 9442 expands upon these, providing additional privileges and addressing specific

accessibility concerns. The focus on additional privileges for PWDs, particularly the discounts on goods and

services, aims to alleviate some of the financial burdens faced by individuals with disabilities and their

families.

RA 9442 provides a broader definition of disability, encompassing a wider range of impairments and

functional limitations. This ensures that more individuals receive the protections and benefits intended under

the law. This is the most widely known aspect of RA 9442. The law mandates discounts on various goods and

services for PWDs. These discounts apply to a broad range of establishments, including transportation,

restaurants, hotels, recreational facilities, and many others. The specific percentage of discount varies

depending on the type of good or service.

Republic Act No. 10627 (Anti-Bullying Act of 2013): This law protects children with ASD from bullying and

harassment in schools, mandating anti-bullying policies and creating a safer learning environment.

Republic Act No. 11223 (Universal Health Care Act): While not specifically mentioning autism, this act aims

to improve healthcare access for all Filipinos, including those with special needs. It indirectly supports access

to necessary therapies and medical treatments for ASD.

Significance of the Study

This study emphasized the significance of parental involvement parental involvement and challenges in

Applied Behavioral Analysis (ABA) and their influences on social-emotional development of children with

autism spectrum disorder (ASD). It explored how existing programs help the parents with children that have

autism spectrum disorder (ASD. The findings aim to inform the development of intervention plan that will

help the parents to get involve in the social-emotional development of their children. The results of this

research could be beneficial for school administrators, teachers, learners, parents, community, the researcher,

and future researchers.

Objectives of the Study

The study aimed to evaluate the parental involvement and challenges in Applied Behavioral Analysis (ABA)

and their influences on the social-emotional development of children with Autism Spectrum Disorder (ASD)

in selected schools offering Special Education (SPED) programs within the Division of Cebu Province,

particularly at Daanbantayan Central Elementary School, Liloan Central School, and Carmen Central School,

during the School Year 2025–2026. The findings of this research served as the basis for formulating an

intervention plan designed to assist both parents and SPED teachers in addressing the identified challenges,

enhancing collaboration, and strengthening the implementation of ABA therapy to promote the holistic social-

emotional development of children with ASD.

Statement of the Problem

Specifically, it sought to answer the following questions:

1. What are the demographic profiles of the parents in terms of:

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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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1.1 age and gender

1.2 highest educational attainment

1.3 job sector

1.4 household composition

2. To what extent do parents experience challenges related to their child’s participation in ABA therapy in

terms of:

2.1 logistical challenges;

2.2 emotional challenges;

2.3 social challenges, and

2.4 systematic challenges?

3. How do these parental challenges affect the social- emotional development of children with ASD?

4. How effective is ABA therapy in supporting the social-emotional development of children with ASD?

5. Is there a significant relationship between the extent of the parental challenges and the social – emotional

development of the children with ASD?

6. Based on the findings, what intervention plan can be proposed?

Research Methodology

This study used a descriptive-correlational design to examine parental involvement, challenges associated with

ABA, and their relationship to the social-emotional development of children with ASD. This design allowed

for the description of key variables and the analysis of their statistical associations without manipulation.

Data were gathered through a structured survey questionnaire developed by the researcher and adapted from

validated tools used in previous studies on parental involvement and ASD interventions (Fernandez et al.,

2024; Zhou et al., 2019; Shiri et al., 2020).

Instrument Structure

Part 1: Demographic information (parent age, gender, educational attainment, occupation, child’s age and

gender, household composition).

Part 2: Extent of parental challenges related to ABA (logistical, emotional, social, and systemic).

Part 3: Perceived effects of these challenges on the child’s social-emotional development.

Part 4: Perceived effectiveness of ABA therapy.

The instrument underwent content validation by field experts, and revisions were made to ensure clarity and

relevance.

Research Design

This section outlined the research design, study flow, research setting, respondents, research instruments, data

collection methods, statistical analysis, and scoring procedure, all of which are essential for achieving the

purpose of this study.

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Design

The study used descriptive – correlational design to investigate the parental involvement and challenges in

Applied Behavioral Analysis (ABA) and their influences on the social-emotional development of children with

autism spectrum disorder (ASD). The study employed a descriptive–correlational design because it is suitable

for examining the relationship between variables without manipulating them.

This design was appropriate since the study seeks to describe the level of parental involvement and the

challenges in Applied Behavior Analysis (ABA), and to determine how these factors influence the social-

emotional development of children with autism spectrum disorder (ASD). By using this design, the study can

provide both a descriptive account of the variables and a statistical analysis of their relationship.

It primarily focused on ensuring the relationships between variables using statistical analysis. Data will be

collected through standardized questionnaires which will be administered to parents and teachers to assess the

extent do parents experience challenges related to their child’s participation in ABA therapy in terms of

logistical challenges, emotional challenges, social challenges, and systematic challenges, effect of parental

challenges to the social- emotional development of children with ASD and the effectiveness of ABA therapy

in supporting the social-emotional development of children with ASD.

Environment

This study was conducted at Daanbantayan Central School, Liloan Central School and Carmen Central School,

all of these schools belong to the Division of Cebu Province. Daanbantayan Central Elementary School stands

as an educational cornerstone in the community, catering to a substantial and diverse student population of

1735 children spanning the Kindergarten to Grade Six levels. This inclusivity extends to learners with Special

Education (SPED) needs, emphasizing the school's commitment to providing education that accommodates a

broad range of learning requirements.

Guided by a School Principal and supported by a devoted team of 62 teachers, the institution operates as a

collaborative hub for academic growth and development. The student body mirrors the socioeconomic tapestry

of the community, embodying a rich diversity that reflects the broader spectrum of backgrounds within the

region. Notably, the community's reliance on maritime activities is evident in the backgrounds of many

learners, whose families depend on the sea for their livelihoods.

Some students' parents engage in occupations such as sikad drivers and market vendors, contributing

significantly to the local economy through transportation and trade. The presence of middle-class families

further enriches the school community, creating a dynamic microcosm that encapsulates various economic

situations.

Liloan Central School, located in Liloan, Cebu, Philippines, is a public educational institution dedicated to

providing quality education to its students. Liloan Central School, located in Liloan, Cebu, Philippines, houses

a Special Education (SPED) Center dedicated to providing quality education to students with special needs.

The SPED Center offers specialized programs tailored to the unique learning requirements of children with

disabilities, ensuring an inclusive and supportive learning environment. The SPED Center actively engages in

community events that promote inclusivity and awareness. For example, on January 19, 2024, the school

celebrated its annual fiesta in honor of Señor Santo Niño, featuring various activities that foster community

spirit and cultural appreciation.

As a public school, it is committed to providing accessible and high-quality elementary education, ensuring

that students from diverse backgrounds receive the tools and knowledge necessary to build a strong academic

foundation. The school’s curriculum is designed to foster academic excellence, character development, and

social responsibility, equipping students with the skills needed to succeed in higher education and beyond.

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Instrument

This study aimed to investigate the parental involvement and challenges in Applied Behavioral Analysis

(ABA) and their influences on the social-emotional development of children with autism spectrum disorder

(ASD). The primary research instrument was a structured survey questionnaire developed by the researcher

and patterned after existing instruments used in similar studies on parental involvement and autism

interventions (Fernandez et al., 2024; Zhou et al., 2019; Shiri et al., 2020).

Part 1 of the questionnaire focused on gathering demographic profiles in terms of age and gender, highest

educational attainment, job/occupation, child’s age and gender with ASD and household composition.

Part 2 of the survey questionnaire assessed the extent which the parents have experienced impacts related to

the ABA therapy on the children with ASD in terms of logistical challenges, emotional challenges, social

challenges and systematic challenges.

Part 3 of the survey questionnaire assessed the and effect of parental challenges to the social- emotional

development of children with ASD. Lastly,

Part 4 contained the effectivity of the ABA Therapy in the emotional-social development of the children with

ASD.

Data Gathering Procedure

Preliminary Stage. The researcher sought approval by submitting an authorization letter to the Schools

Division Superintendent and the respondents' principal. Once approved, the questionnaires will be distributed

to the respondents. After they have completed their responses, the instruments will be collected.

Data Gathering Stage. To emphasize the importance of the study, the researcher held a pre-conference with

the participants. During the session, the content of the questionnaire and the steps for completing it were

explained. The survey questionnaires were then distributed and collected once the participants had completed

them.

Post Data Gathering Stage. The data were tabulated, presented and interpreted using the appropriate

statistical tools. This was presented in tabular presentation, and the result was the basis in crafting the

intervention plan.

Statistical Treatment

The data in this study was analyzed using the specified statistical methods to identify solutions to the problem

of the study.

Frequency count. An attempt to determine the number of occurrences of specific units in specific variables.

Simple Percentage. It was employed to calculate the percentage of responses from teachers based on the

demographic profile variables.

Standard deviation (SD). It was used as statistical measure that shows how much the values in a data set vary

or spread out from the mean (average).

Weighted Mean. It was used to get the average on the extent which the parents have experienced impacts

related to the ABA therapy on the children with ASD in terms of logistical challenges, emotional challenges,

social challenges and systematic challenges and the effect of parental challenges to the social- emotional

development of children with ASD.

Pearson Correlation Coefficient. It was used to compare significant relationship between the extent of the

parental challenges and the social – emotional development of the children with ASD.

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Ethical Consideration

Ethical considerations were essential in research to uphold integrity, avoid mistakes, and foster accountability,

trust, mutual respect, and fairness among all involved. In this study, ethical treatment of participants will be a

top priority, ensuring that their information remains confidential and anonymous, informed consent is

obtained, and participation is entirely voluntary with the freedom to withdraw at any time. Participants will be

treated with respect, and the study will be conducted impartially, without bias or political influence,

concentrating solely on the impact of professional development on enhancing the practices of special

education teachers.

RESULTS

This chapter presented the analyses and interpretations of the data gathered from the study, which aimed to

evaluate the parental involvement and challenges in Applied Behavioral Analysis (ABA) and their influences

on the social-emotional development of children with Autism Spectrum Disorder (ASD) in selected schools

offering Special Education (SPED) programs within the Division of Cebu Province, particularly at

Daanbantayan Central Elementary School, Liloan Central School, and Carmen Central School, during the

School Year 2025–2026, as the basis for the proposed intervention plan in the education system.

The data gathered included the profile of the respondents in terms of their age and gender, highest educational

attainment, job sector, child’s age with ASD, and household composition. It also assessed the extent to which

parents experienced challenges related to their child’s participation in ABA therapy in terms of logistical,

emotional, social, and systemic challenges, and how these factors affected the social-emotional development

of children with ASD. Lastly, the study evaluated the effectiveness of ABA therapy in supporting the social-

emotional development of children with ASD.

With the help of the respondents’ answers to the survey questionnaire, the following results and findings were

presented and discussed as follows:

Profile Of the Respondents

This section presented the profile of the respondents in terms of their age and gender, highest educational

attainment, job sector, child’s age with ASD and household composition from the parents with ASD children

in selected schools offering SPED Program in the Division of Cebu Province, particularly at the Daanbantayan

Central Elementary School and Liloan Central School.

Age and Gender

This section presented the demographic profile of the participants with respect to their age and gender

characteristics. The data obtained were systematically organized and displayed in the succeeding tables.

Specifically, Table 2 illustrated the distribution of respondents according to age and gender.

Table 2 Age and Gender of the Respondents (n = 50)

Age (in years)

Female

Male Male

Total

f

%

f

%

f

%

40 above

35 39

30 34

25 29

22

14

7

44.00

1

2

0

1

2.00

4.00

0

23

16

7

46.00

28.00

14.00

4.00

32.00

14.00

6.00

2

2.00

3

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20 24

Total

1

2.00

0

4

0

1

2.00

46

94.00

0.06

50

100.00

Table 2 provided a detailed overview of the age and gender distribution among the respondents. Majority of

the respondents aged 40 years and above, constituting 46.00 percent of the total. Within this group, females

represent a significant majority (44.00%), while males account for a comparatively small proportion (2.00%).

The next most prevalent age cohort is the 35–39 year range, representing 32.00% of the respondent pool.

Similar to the older age group, females dominate this category (28.00%), with males comprising a minor

fraction (4.00%). Individuals aged 30–34 years constitute 14.00% of the sample, and this entire segment is

composed of female respondents. The 25–29 year age bracket accounts for 6.00% of the total, with a

distribution of 4.00% female and 2.00% male. The youngest age group, 20–24 years, represents the smallest

proportion of respondents at only 2.00%, and this group is exclusively female.

This demographic profile implied that the teaching cohort under this study is predominantly composed of

female educators, many of whom are in the mid to later phases of their professional careers. This gender and

age distribution may have implications for the interpretation of study findings, particularly concerning

perspectives on professional development, teaching practices, and challenges encountered in the field.

The impact of parental age on ASD risk and cognitive development may be contingent upon the child's pre-

existing familial risk for ASD. Specifically, the direction of the association appears to be reversed in this high-

risk population. These findings underscore the need for further research to disentangle the intricate interplay

between parental age, genetic predisposition, and neurodevelopmental trajectories in ASD (Lyall, et al, 2020).

Highest Educational Attainment

This section highlights the distribution of parental educational attainment, which serves as an important factor

in understanding their capacity to access resources, engage in interventions, and contribute to the overall well-

being of their children with ASD. The presentation of data on the highest educational attainment of parents

with children diagnosed with autism spectrum disorder (ASD) provides insights into their academic

background and its possible influence on child-rearing practices and support for their children’s development.

Table 3 Highest Educational Attainment of the Respondents (n = 50)

Educational Attainment

Doctorate Level

Master’s Graduate

Master’s Level

F

%

4

8.00

6.00

4

3

College Graduate

TOTAL

39

50

78.00

100.00

Table 3 presents the distribution of the respondents’ highest educational attainment. Most parents, comprising

78.00%, are college graduates. Following this, 8.00% of the respondents have reached the doctorate level,

reflecting advanced academic preparation. An equal percentage (8.00%) are master’s degree holders,

meanwhile, the smallest proportion, at 6.00%, are at the master’s level but have not yet graduated.

The data implied that the respondents generally possess high levels of educational attainment, with the

majority holding a college degree or higher. This educational background suggests a greater capacity for

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understanding, accessing, and utilizing resources and interventions necessary for supporting the needs and

development of children with autism spectrum disorder.

Waltereit et al. (2021) underscore the critical role of familial context, parental education, and developmental

history in the comprehensive management of autism spectrum disorder (ASD). Their research emphasizes that

incorporating detailed information regarding a child's home life, educational experiences, and family social

care involvement into ASD diagnostic evaluations, educational planning, and treatment strategies significantly

enhances the understanding and support provided to individuals with ASD.

Job Sector

The job sector of parents with children diagnosed with autism spectrum disorder (ASD) serves as a significant

indicator of their socio-economic standing and their capacity to provide for the developmental and educational

needs of their children. Analyzing their occupational background offers a comprehensive understanding of the

resources accessible to them, as well as the potential challenges they face in managing the dual responsibilities

of employment and caregiving.

Table 4Job Sector of the Respondents (n=50)

Job Sector

Public Sector

Private Sector

TOTAL

F

%

24

26

50

48.00

52.00

100.00

Table 4 illustrated the distribution of respondents according to their job sector. A slight majority of parents,

accounting for 52.00%, are employed in the private sector, suggesting that more than half of the respondents

are engaged in privately managed industries and enterprises. In comparison, 48.00% of the respondents are

employed in the public sector, reflecting a nearly equal representation of parents working in government

institutions.

The findings implied relatives a balanced distribution between public and private sector employment, with a

marginal predominance of private sector workers. This distribution highlights the diverse occupational

backgrounds of parents of children with autism spectrum disorder (ASD), which may have implications for

their socio-economic stability, access to resources, and the flexibility of their work arrangements in balancing

employment with caregiving responsibilities.

Families of children with autism spectrum disorder (ASD) experience considerable economic strain, largely

due to the substantial healthcare costs required for therapy, intervention, and ongoing support. This financial

burden is further intensified for families with lower income, making the economic impact even more

significant. Hence, the development of universal healthcare provisions and inclusive workplace policies is

crucial to address and mitigate the comprehensive financial and social challenges brought about by autism

(Cidav, 2021).

Child’s age with ASD

This section presented the age profile of the respondents’ children, which serves as a basis for understanding

the level of support and interventions required across different age groups. The distribution of children’s ages

diagnosed with autism spectrum disorder (ASD) offers a significant perspective on their developmental stages

and the varying needs they may present.

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Table 5 Child ’s age with ASD

Age

f

%

16 years old above

11 – 15 years old

2

4.00

13

28

7

26.00

56.00

14.00

100.00

6

–

10 years old

1 -5 years old

TOTAL

50

Table 5 illustrated the age distribution of children diagnosed with autism spectrum disorder (ASD) within the

surveyed population. The most substantial proportion of children falls within the 6-10 year age range,

representing 56.00% of the sample. This is followed by children aged 11-15 years, who comprise 26.00% of

the cohort. A smaller segment consists of children aged 1-5 years, accounting for 14.00%, while the oldest

group, those aged 16 years and above, represents the smallest proportion at 4.00%.

These findings implied that most children with ASD in this study are of elementary school age, highlighting

the need for targeted interventions and educational support during this critical developmental period.

The analysis reveals specific insights into the similarities and differences in parental concerns based on their

child's age, emphasizing the importance of individualized assessment approaches. Tailoring Autism Spectrum

Disorder (ASD) evaluations to address the unique needs of children at different developmental stages has

significant implications for facilitating timely diagnoses and ensuring access to appropriate care and support

services (Pfeiffer et al, 2021).

Household Composition

This section outlines the distribution of household members, which is vital in understanding the caregiving

dynamics and the potential resources accessible to the child with ASD. The household composition of families

with children diagnosed with Autism Spectrum Disorder (ASD) provides essential information on the family

structure and the availability of support within the home environment.

Table 6 Household Composition of the Respondents

Composition

f

%

more than 10 members

2

3.51

7

6

9 members

10 years old

9

15.79

43.86

24.56

100.00

–

25

14

50

4- 6 members

TOTAL

Table 6 presented the household composition of the respondents, revealing a varied distribution in terms of

family size. The most prevalent household size consists of 6 members, accounting for 43.86% of the

respondents. This is followed by households with 4-6 members, representing 24.56% of the sample. Larger

households, comprising 7-9 members, constitute 15.79% of the respondents. The least common household size

is more than 10 members, accounting for 3.51% of the sample.

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These data implied that most families in this study are of moderate size, with a considerable proportion also

living in smaller households. The impact of household size on resource allocation, parental support, and the

overall well-being of children with ASD warrants further consideration.

A potential inverse relationship between household size and the prevalence of mental health challenges in

children. Specifically, larger households may be associated with a reduced incidence of mental health issues

among children. This phenomenon could be attributed to several factors, including increased social interaction,

enhanced emotional support networks within the family, and shared responsibilities among household

members. The presence of multiple caregivers and siblings may foster a more supportive and nurturing

environment, potentially mitigating the risk of mental health problems in children (Grinde, 2016).

Extent Which the Parents Have Experienced Impacts Related to The Aba Therapy on The Children

with Asd

This section presented an analysis of parental experiences, providing insights into the perceived benefits,

challenges, and overall outcomes associated with the implementation of Applied Behavior Analysis (ABA)

therapy. The degree to which parents have experienced impacts related to ABA therapy on their children with

autism spectrum disorder (ASD) reflects the perceived effectiveness and influence of such interventions on the

child’s development. This analysis encompasses ten distinct statements for logistical challenges, emotional

challenges, social challenges and systematic challenges designed to capture various dimensions of parental

experience, with the corresponding indicators presented in the tables below.

Logistical Challenges

The extent to which parents have experienced impacts related to ABA therapy in terms of logistical challenges

highlights the practical difficulties encountered in accessing and sustaining therapeutic interventions for

children with autism spectrum disorder (ASD). This section examines these challenges, emphasizing factors

such as time, distance, scheduling, and transportation that affect the continuity and effectiveness of the

therapy.

Table 7 presents an analysis of the extent to which parents of children with autism spectrum disorder (ASD)

experienced logistical challenges associated with Applied Behavior Analysis (ABA) therapy. The findings

reveal that the most salient concern among parents was the financial burden of ABA therapy, which yielded

the highest weighted mean of 4.30 (SD = 0.84). Closely related is the difficulty of securing affordable

childcare during ABA therapy sessions, which registered a weighted mean of 4.08 (SD = 0.90). Additional

logistical challenges identified include the coordination of ABA therapy with other appointments or

therapeutic interventions, which obtained a weighted mean of 3.90 (SD = 0.97), also characterized by a verbal

description of agreement. Similarly, transportation to and from ABA therapy sessions was rated with a

weighted mean of 3.80 (SD = 0.95).

Other logistical difficulties reported encompass the necessity of taking time off work for therapy sessions, with

a weighted mean of 3.66 (SD = 0.94), and geographical limitations in accessing therapy services, with a

weighted mean of 3.64 (SD = 0.90). Likewise, the inconvenient location of ABA therapy services was rated at

3.62 (SD = 0.99), and the perception that ABA therapy interferes with family time and other activities was

rated 3.60 (SD = 1.09), both interpreted as agreement. Parents also indicated that the scheduling flexibility of

therapy services was insufficient to meet their needs, with a weighted mean of 3.54 (SD = 1.01).

Lastly, the lowest-rated concern pertained to the statement that scheduling therapy sessions conflicted with

work schedules, which received a weighted mean of 3.24 (SD = 1.12) and was interpreted as neutral.

The aggregate mean of 3.74 (SD = 0.97) indicates that parents generally agree that logistical challenges

significantly impede their ability to access and sustain ABA therapy for their children with ASD.

The results implied that logistical challenges represent a substantial barrier to the sustained implementation of

ABA therapy for children with ASD. The finding that financial strain was rated as the most significant

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challenge implies the urgent need for government and institutional support mechanisms, such as subsidies,

insurance coverage, or financial assistance programs, to alleviate the economic burden on families.

Logistical challenges encompass the complexities inherent in the planning, implementation, and management

of the flow and storage of goods, services, or information within a supply chain (Frazelle, 2020). Within the

scope of this study, two primary challenges have been identified and categorized under the theme of logistical

challenges: time commitment and emotional challenges.

Table 7 Extent Which the Parents Have Experienced Impacts Related to the ABA Therapy on the Children with

ASD in terms of Logistical Challenges

Indicators

WM SD

Verbal Description

Scheduling ABA therapy sessions has conflicted with my work 3.24 1.12 Neutral

schedule.

Transportation to and from ABA therapy sessions has been a 3.80 0.95 Agree

significant challenge.

Finding

affordable childcare during ABA therapy sessions has 4.08 0.90 Agree

been difficult.

The location of ABA therapy services has been inconvenient.

3.62 0.99 Agree

The cost of ABA therapy has placed a significant financial strain on 4.30 0.84 Strongly Agree

our family.

ABA therapy sessions have interfered with family time and other 3.60 1.09 Agree

activities.

Coordinating ABA therapy with other appointments or therapies has 3.90 0.97 Agree

been challenging.

Taking time off work for ABA therapy sessions has negatively 3.66 0.94 Agree

impacted my income.

The scheduling flexibility of ABA therapy has been insufficient to 3.54 1.01 Agree

meet our needs.

Accessing ABA therapy services has been hindered by 3.64 0.90 Agree

geographical limitations.

Aggregate Mean

3.74

Agree

Aggregate Standard Deviation

0.97

Legend: 4.21-5.00 – Strongly Agree; 3.41-4.20- Agree;

2.61-3.40- Neutral; 1.81- 2.60 – Disagree; 1.00 – 1.80 – Strongly

Disagree

Emotional Challenges

This section explored the parents’ emotional experiences, including stress, anxiety, and coping mechanisms,

which significantly shape their overall perception of the therapy’s impact. The extent to which parents have

experienced impacts related to ABA therapy in terms of emotional challenges underscores the psychological

and emotional strain involved in supporting a child with autism spectrum disorder (ASD) through intensive

interventions.

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Table 8 Extent Which the Parents Have Experienced Impacts Related to the ABA Therapy on the Children with

ASD in terms of Emotional Challenges

Indicators

WM SD

Verbal Description

Emotional exhaustion is experienced from managing the child’s 3.66 0.80 Agree

ABA therapy.

The responsibilities associated with supporting ABA therapy at home 3.82 0.78 Agree

feel overwhelming.

Watching the child struggle during ABA sessions leads to emotional 3.78 0.86 Agree

distress.

There is frequent anxiety about whether ABA therapy is effective for 3.74 0.76 Agree

the child.

The emotional demands of coordinating ABA therapy impact mental 3.66 0.80 Agree

well-being.

Feelings of guilt arise when unable to fully participate in the child’s 4.08 0.76 Agree

ABA therapy.

Stress is experienced when trying to meet the expectations of ABA 3.92 0.73 Agree

therapists.

Emotional

treatment.

supportis lacking when navigating the child’s ABA 3.44 0.76 Agree

Doubts are experienced about doing enough to help the child succeed 3.68 0.72 Agree

in ABA therapy.

Feelings of isolation occur due to a lack of understanding from others 3.70 0.78 Agree

about the emotional impact of ABA therapy.

Aggregate Mean

3.75

Agree

Standard Deviation

0.9

Legend: 4.21-5.00 – Strongly Agree; 3.41-4.20- Agree; 2.61-3.40- Neutral; 1.81- 2.60 – Disagree; 1.00 – 1.80 – Strongly Disagree

Table 8 presents the extent to which parents have experienced emotional challenges related to their child’s

ABA therapy. The highest-rated indicator was the feelings of guilt when unable to fully participate in the

child’s ABA therapy, which obtained a weighted mean of 4.08 (SD = 0.76), interpreted as Agree. The second

highest was stress experienced when trying to meet the expectations of ABA therapists, with a weighted mean

of 3.92 (SD = 0.73), also described as Agree. Following this, the feeling that responsibilities associated with

supporting ABA therapy at home are overwhelming ranked third, with a mean of 3.82 (SD =

0.78).

The next set of challenges reflected moderate emotional strain. Watching the child struggle during ABA

sessions scored a weighted mean of 3.78 (SD = 0.86), while frequent anxiety about whether ABA therapy is

effective registered 3.74 (SD = 0.76). Both reflect the parents’ ongoing emotional distress and uncertainty

regarding treatment outcomes. Similarly, feelings of isolation due to a lack of understanding from others (WM

= 3.70, SD = 0.78) and doubts about doing enough to help the child succeed (WM = 3.68, SD = 0.72) reveal

parents’ vulnerability to self-doubt and social alienation.

Meanwhile, emotional exhaustion from managing the child’s therapy (WM = 3.66, SD = 0.80) and the

emotional demands of coordinating ABA therapy impacting mental well-being (WM = 3.66, SD = 0.80) tied at

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the same mean score, signifying that the day-to-day strain of therapy management contributes to emotional

fatigue. The lowest-rated indicator was the lack of emotional support when navigating the child’s ABA

treatment, with a weighted mean of 3.44 (SD = 0.76), though still interpreted as Agree.

The aggregate mean of 3.75 (SD = 0.90) suggests that parents generally Agree that they experience

considerable emotional challenges while supporting their child’s ABA therapy. These results emphasize that

beyond logistical and financial burdens, the emotional toll of caregiving is a significant dimension of parental

experience.

Emotional challenges pertain to the difficulties associated with regulating and expressing emotions in a healthy

and adaptive manner. Such challenges may manifest through experiences of anxiety, depression, anger, or

stress, all of which can significantly influence an individual’s mental health and overall well-being (Palliative

Care, 2024).

Social Challenges

This section examined the social implications of therapy, focusing on the challenges that affect both parents

and their children, such as feelings of isolation, experiences of stigma, and limitations in social engagement.

The degree to which parents have experienced impacts related to ABA therapy in terms of social challenges

reflects the difficulties they encounter in navigating relationships, community interactions, and social support

systems while caring for a child with autism spectrum disorder (ASD).

Table 9 Extent Which the Parents Have Experienced Impacts Related to the ABA Therapy on the Children with

ASD in terms of Social Challenges

Indicators

WM SD

Verbal Description

Social relationships have been affected due to the time commitment 3.50 0.97 Agree

required by ABA therapy.

Attending social gatherings is difficult because of the child’s ABA 3.58 0.95 Agree

therapy schedule.

Limited opportunities are available to interact with other parents due to 3.34 1.06 Neutral

ABA responsibilities.

Participation in community events has decreased since starting the 3.30 0.99 Neutral

child’s ABA therapy.

There is a lack of understanding from relatives and friends about the 3.72 0.88 Agree

demands of ABA therapy.

Feelings of social isolation arise from being unable to relate to other 4.68 0.98 Agree

parents.

Social support systems have weakened as a result of focusing on ABA 3.38 1.03 Neutral

therapy.

Building new friendships has become more difficult due to ABA- 3.30 1.09 Neutral

related responsibilities.

Social relationships have been affected due to the time commitment 3.40 1.05 Neutral

required by ABA therapy.

Attending social gatherings is difficult because of the child’s ABA 3.42 1.03 Agree

therapy schedule.

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Aggregate Mean

3.46

Agree

Standard Deviation

1.0

Legend: 4.21-5.00 – Strongly Agree; 3.41-4.20- Agree; 2.61-3.40- Neutral; 1.81- 2.60 – Disagree; 1.00 – 1.80 – Strongly Disagree

Table 9 presented an analysis of the extent to which parents have experienced the social impacts of ABA

therapy on their children with ASD. The most prominent indicator was feelings of social isolation stemming

from difficulties in relating to other parents, which yielded a weighted mean of 4.68 (SD = 0.98), indicating

general agreement. This was followed by a perceived lack of understanding from relatives and friends

regarding the demands of ABA therapy, which garnered a weighted mean of 3.72 (SD = 0.88), also described

as agreement. Subsequently, the difficulty of attending social gatherings due to the child’s ABA therapy

schedule was also noted, with weighted means of 3.58 (SD = 0.95) and 3.42 (SD = 1.03) across duplicate

indicators, both reflecting agreements.

Similarly, the impact of ABA therapy time commitments on social relationships obtained weighted means of

3.50 (SD = 0.97) and 3.40 (SD = 1.05), both interpreted as agreement. Conversely, several indicators were

rated as neutral, including limited opportunities to interact with other parents due to ABA responsibilities

(weighted mean = 3.34, SD = 1.06), decreased participation in community events (weighted mean = 3.30, SD

= 0.99), and difficulty building new friendships because of ABA-related responsibilities (weighted mean =

3.30, SD = 1.09). Likewise, weakened social support systems due to focusing on ABA therapy (weighted

mean = 3.38, SD = 1.03) also received a neutral rating.

The aggregate mean of 3.46 (SD = 1.00) suggests that parents generally agree that social challenges are a

notable consequence of ABA therapy. However, the variation in weighted means indicates that while logistical

factors such as time constraints affect social participation, the most significant challenge lies in the emotional

experience of social isolation and the lack of understanding from others. This intensifies parents' vulnerability

to social withdrawal.

These findings implied that the social challenges faced by parents of children with ASD undergoing ABA

therapy are not only logistical but also deeply emotional. The consistently high rating on feelings of social

isolation underscores the need for interventions that foster meaningful social support networks and promote

greater understanding within the broader community.

Addressing social-relational challenges can be a significant undertaking for parents; however, the

implementation of effective strategies can substantially benefit their children. Peer interaction is a critical

component of social skill development. Parents should actively cultivate opportunities for their children to

engage with both neurotypical and neuro-diverse peers. Organizing playdates or group activities with familiar

friends provides children with a comfortable environment in which to practice skills acquired in therapy,

thereby fostering confidence and enhancing social competence (Fyfe et al., 2021).

Systematic Challenges

This section examined systemic challenges related to parental experiences with ABA therapy, focusing on

barriers stemming from institutional structures, policies, and service delivery for children with autism

spectrum disorder (ASD). It addresses limitations in healthcare, financial assistance, and policy

implementation that affect the overall effectiveness of ABA therapy.

Table 10 Extent Which the Parents Have Experienced Impacts Related to the ABA Therapy on the Children

with ASD in terms of Systematic Challenges

Indicators

WM SD Verbal Description

Difficulty is experienced in accessing government support or funding for 4.24 0.97 Strongly Agree

ABA therapy.

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The process of enrolling the child in ABA therapy programs is 3.56 0.95 Agree

complicated and time- consuming.

There is limited availability of qualified ABA therapists in the area.

4.16 1.06 Agree

Information and guidance from healthcare or educational institutions 3.74 0.99 Agree

about ABA therapy are insufficient.

Policies and procedures related to ABA therapy are unclear or 3.48 0.88 Agree

inconsistent.

Long waiting lists for ABA services delay timely intervention for the 4.88 0.98 Agree

child.

There is a lack of coordination between ABA providers and the child’s 3.52 1.03 Agree

school or medical team.

Advocacy for the child’s ABA needs within public systems (e.g., 4.06 1.09 Agree

school, health services) is challenging.

The cost of ABA therapy is high due to limited subsidies or insurance 4.16 1.05 Agree

coverage.

Navigating the legal and administrative requirements for ABA therapy 3.74 1.03 Agree

causes significant stress.

Aggregate Mean

3.81

Agree

Standard Deviation

0.94

Legend: 4.21-5.00 – Strongly Agree; 3.41-4.20- Agree; 2.61-3.40- Neutral; 1.81- 2.60 – Disagree; 1.00 – 1.80 – Strongly Disagree

Table 10 presents an analysis of the extent to which parents have experienced systemic challenges related to

ABA therapy for their children with ASD. The findings revealed that long waiting lists for ABA services, with

a weighted mean of 4.88 (SD = 0.98), were the most significant concern. This was closely followed by

difficulties experienced in accessing government support or funding for ABA therapy (WM = 4.24, SD =

0.97), also reflecting strong agreement, and the high cost of ABA therapy due to limited subsidies or insurance

coverage (WM = 4.16, SD = 1.05), as well as the limited availability of qualified ABA therapists in the area

(WM = 4.16, SD = 1.06), both indicating agreement.

Further challenges identified include the difficulty of advocating for the child’s ABA needs within public

systems (WM = 4.06, SD = 1.09), which also garnered agreement, and the perception that information and

guidance from healthcare or educational institutions about ABA therapy are insufficient (WM = 3.74, SD =

0.99), along with the stress caused by navigating the legal and administrative requirements for ABA therapy

(WM = 3.74, SD = 1.03), both also reflecting agreement.

The complexity and time-consuming nature of enrolling the child in ABA therapy programs (WM = 3.56, SD

= 0.95) and the lack of coordination between ABA providers and the child’s school or medical team (WM =

3.52, SD = 1.03) were also identified as challenges, again with parents in agreement. The policies and

procedures related to ABA therapy being unclear or inconsistent (WM = 3.48, SD = 0.88) was the systemic

challenge with the lowest score.

The aggregate mean of 3.81, with a standard deviation of 0.94, indicates that parents generally agree that

systemic challenges significantly impact their ability to access and sustain ABA therapy for their children with

ASD. The findings underscore the urgent need for policy reforms and improved service delivery systems to

alleviate these systemic barriers and ensure equitable access to timely and effective ABA therapy for all

children with ASD.

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The findings in Table 10 implied that parents of children with ASD face systemic challenges that not only

hinder timely access to ABA therapy but also place an additional burden on families already managing

significant caregiving responsibilities. The prominence of long waiting lists, financial barriers, and the

shortage of qualified therapists indicates that the current system is inadequate in meeting the urgent therapeutic

needs of children with ASD.

Parents are strongly encouraged to actively participate in meetings with teachers and therapists to

collaboratively discuss their child's specific needs and to formulate comprehensive action plans (Klatte et al.,

2024). These meetings serve as crucial platforms for sharing insights, coordinating strategies, and ensuring that

all stakeholders are aligned in their efforts to support the child's development. Active parental involvement in

these discussions can lead to more tailored and effective interventions, ultimately enhancing the child's

progress and well-being.

Effects Of Parental Challenges on the Social-Emotional

Development Of Children with ASD

The effects of parental challenges on the social-emotional development of children with autism spectrum

disorder (ASD) underscore the intricate relationship between parental well-being and a child’s capacity to

establish interpersonal relationships, regulate emotions, and adapt to diverse social environments. This section

examines how the challenges encountered by parents, such as heightened stress levels, emotional strain, and

limited access to support systems, can influence the social and emotional growth trajectories of their children

with ASD.

Table 11 Effects of Parental Challenges on the Socio-Emotional Development of Children with ASD

Indicators

WM SD

Verbal Description

My child shows signs of emotional distress when I am overwhelmed 3.94 0.91 Agree

with caregiving responsibilities.

My limited time due to logistical challenges affects the consistency of 3.86 0.76 Agree

my child’s emotional support.

When I experience emotional burnout, my child becomes more socially 3.78 0.89 Agree

withdrawn.

Financial

stress within the family contributes to my child’s 4.06 0.89 Agree

emotional instability.

My child struggles to express emotions due to the inconsistent 3.86 0.90 Agree

emotional environment at home.

Social stigma I face as a parent affects my child’s willingness to engage 3.84 0.89 Agree

socially.

My difficulty accessing services limits my child’s opportunities for 3.98 0.77 Agree

emotional and social growth.

Emotional tension at home impacts my child’s ability to build positive 3.94 0.89 Agree

relationships.

The child seeks more reassurance or closeness than before.

The child shows noticeable changes in appetite or eating patterns.

Aggregate Mean

3.82 0.83 Agree

3.72 0.86 Agree

3.88

Agree

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Aggregate Standard Deviation

0.86

Legend: 4.21-5.00 – Strongly Agree; 3.41-4.20- Agree; 2.61-3.40- Neutral; 1.81- 2.60 – Disagree; 1.00 – 1.80 – Strongly Disagree

Table 11 presents the analysis of the effects of parental challenges on the socio-emotional development of

children with autism spectrum disorder (ASD). The findings indicate that the highest-rated factor was financial

stress within the family, which yielded a weighted mean of 4.06 (SD = 0.89).

Closely following this was the difficulty of accessing services, which parents perceived as limiting their

child’s opportunities for emotional and social growth (WM = 3.98, SD = 0.77). Likewise, emotional tension at

home (WM = 3.94, SD = 0.89) and signs of emotional distress exhibited by children when parents are

overwhelmed with caregiving responsibilities (WM = 3.94, SD = 0.91) also ranked high, highlighting the

direct consequences of home-based stressors on children’s emotional and relational development.

Other significant factors included parents’ limited time due to logistical challenges (WM = 3.86, SD = 0.76)

and the inconsistency of the emotional was also identified as affecting the child’s willingness to engage

socially (WM = 3.84, SD = 0.89), while children’s heightened need for reassurance or closeness (WM = 3.82,

SD = 0.83) was likewise recognized as an effect of parental strain.

Although slightly lower in rank, parents also reported that children tend to become socially withdrawn when

they experience emotional burnout (WM = 3.78, SD = 0.89). Furthermore, noticeable changes in children’s

appetite or eating patterns (WM = 3.72, SD = 0.86) were the lowest-rated but still considered relevant,

reflecting parents’ agreement that their challenges manifest in the daily behaviors of their children.

The aggregate mean of 3.88, with a standard deviation of 0.86, reflects that parents generally agree that their

challenges significantly affect the socio emotional development of children with ASD. The findings emphasize

the interdependence between parental well-being and child development, pointing to the necessity of holistic

interventions that address not only the child’s developmental needs but also the financial, emotional, and social

burdens borne by parents.

The result implied that there was a profound connection between parental= challenges and the socio-emotional

development of children with ASD. The highest-rated factor, financial stress, indicates that economic strain

not only undermines parents’ capacity to provide consistent care but also translates into heightened emotional

instability for the child.

The documented challenges in emotional understanding and emotion regulation exhibited by children with

ASD, and their demonstrated associations with diminished social competence, underscore the imperative to

address these specific deficits within interventions designed to enhance social competence in young children

with ASD (Gev, et al, 2021).

Effectiveness Of the Aba Therapy in The Emotional-Social Development of the Children with ASD

This portion explored how ABA helps nurture positive emotional growth and supports children in developing

meaningful connections within their social environments. The effectiveness of Applied Behavior Analysis

(ABA) therapy in the emotional and social development of children with autism spectrum disorder (ASD)

emphasizes its importance in building emotional regulation, social interaction, and adaptive skills.

Table 12 Effectiveness of the ABA Therapy in the Emotional-Social Development of the Children with ASD

Indicators

WM

3.82

SD Verbal Description

0.80 Effective

The child shows improved ability to express emotions appropriately.

The child demonstrates better control over emotional outbursts.

3.74

0.75 Effective

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The child is more capable of understanding and labeling their own 3.72

emotions.

0.73 Effective

The child has become more comfortable interacting with peers.

The child initiates social interactions more frequently.

3.76

3.7

0.77 Effective

0.84 Effective

0.71 Effective

The child demonstrates improved cooperation and turn-taking during 3.78

play or group activities.

The child responds more appropriately to social cues (e.g., facial 3.86

expressions, tone of voice).

0.76 Effective

The child shows greater confidence in social situations.

3.64

0.80 Effective

0.82 Effective

The child maintains eye contact more consistently during 3.76

conversations.

The child demonstrates stronger emotional bonds with family 3.98

members and caregivers.

0.62 Very Effective

Aggregate Mean

3.88

Effective

0.86

Aggregate Standard Deviation

Legend: 4.21-5.00 – Very Effective; 3.41-4.20- Effective; 2.61-3.40- Moderately Effective; 1.81- 2.60 – Less Effective; 1.00 – 1.80 –

Ineffective

During play or group activities (WM = 3.78, SD = 0.71). Similarly, parents reported observable improvements

in social interaction, as reflected in the child having become more comfortable interacting with peers (WM =

3.76, SD = 0.77) and the child maintaining eye contact more consistently during conversations (WM = 3.76,

SD = 0.82).

Furthermore, the indicators reflecting the child demonstrating better control over emotional outbursts (WM =

3.74, SD = 0.75), the child being more capable of understanding and labeling their own emotions (WM = 3.72,

SD = 0.73), and the child initiating social interactions more frequently (WM = 3.70, SD = 0.84) were also

positively rated, providing further confirmation that ABA therapy contributes to enhanced emotional

awareness and the reduction of maladaptive behaviors. The lowest-rated indicator, yet still positively

perceived, was the observation that the child shows greater confidence in social situations (WM = 3.64, SD =

0.80).

The findings from Table 11 imply that ABA therapy has a meaningful and positive impact on the emotional

and social development of children with ASD. The strongest improvement noted in the formation of emotional

bonds with family members and caregivers underscores the importance of home-based reinforcement in

maximizing therapy outcomes.

The implementation of Applied Behavior Analysis (ABA) programs has been shown to yield significant

improvements in the social, communicative, and daily living skills of institutionalized children with autism

spectrum disorder.

These ABA interventions, delivered through structured and systematically designed sessions, effectively

enhance emotional and social development, thereby confirming the value of ABA as a robust and beneficial

therapeutic approach within institutional care settings (Du et al, 2024).

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Significant Relationship Between the Extent of The Parental Challenges and Social – Emotional

Development of The Children with Asd

The test of significant relationship between the significant relationship between the extent of the parental

challenges and the social – emotional development of the children with ASD is presented in Table 13.

Table 13 Test of Significant Relationship between the Extent of the Parental Challenges and the Social –

Emotional Development of the Children with ASD

Variables

r-value Strength of Correlation

p

value Decision

Result

Logistical Challenges and Social- 0.9913 Very High Positive

Emotional of the Children with

ASD

0.00001

Reject Ho Significant

Emotional Challenges and Social- 0.9963 Very High Positive

Emotional of the Children with

ASD

Reject Ho Significant

Social Challenges and Social- 0.9967 Very High Positive

Emotional of the Children with

ASD

Systematic Challenges and Social- 0.9957 Very High Positive

Emotional of the Children with

ASD

*significant at p<0.05 (two-tailed)

Table 13 presented the test of significant relationship between the extent of the parental challenges and the

social-emotional development of children with ASD. The results indicate that all dimensions of parental

challenges—logistical, emotional, social, and systemic—are significantly related to the social-emotional

development of their children.

Specifically, logistical challenges yielded an r-value of 0.9913 with a p-value of 0.00001, showing a very high

positive correlation and indicating that difficulties in transportation, scheduling, and time management

strongly influence children’s emotional and social progress. Similarly, emotional challenges reported an even

stronger correlation, with an r-value of 0.9963 and a p-value of 0.00001, suggesting that the parents’ emotional

well-being and resilience are highly interconnected with the children’s capacity to regulate emotions and

engage socially.

Social challenges also demonstrated a very high positive correlation (r- value = 0.9967, p = 0.00001), which

means that the social stigma and lack of community support experienced by parents significantly affect the

social confidence and engagement of children with ASD. Finally, systemic challenges yielded an r-value of

0.9957 with a p-value of 0.00001, affirming that barriers in policies, service accessibility, and institutional

support systems have a strong impact on children’s social-emotional growth.

The results reject the null hypothesis across all variables, confirming that the extent of parental challenges has

a significant and very high positive correlation with the social-emotional development of children with ASD.

This finding highlights the interdependent relationship between parental experiences and child outcomes,

underscoring the need for holistic interventions that address both parental support systems and child-focused

therapies.

The findings strongly implied that the social-emotional development of children with ASD cannot be fully

addressed without considering the challenges faced by their parents. Since logistical, emotional, social, and

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systemic challenges all demonstrated very high positive correlations with children’s developmental outcomes,

this suggests that parental well-being and external support systems are integral to the success of ABA therapy

and other interventions (Hou, Yan, & Zhang, 2023).

CONCLUSIONS

The study gathered data from parents across varying age groups, educational backgrounds, occupations, and

household sizes. Many parents reported navigating multiple challenges related to ABA therapy. Logistical

concerns such as financial strain and scheduling difficulties were prominent. Emotional challenges included

guilt, stress, and uncertainty about therapy progress. Social challenges involved isolation, limited social

engagement, and reduced support from peers or family. Systemic challenges centered on service availability

and long wait times.

Despite these barriers, parents generally viewed ABA as beneficial to their children’s emotional and social

growth. The correlation analysis showed significant associations between parental challenges and children’s

social-emotional development, suggesting that the more challenges parents face, the more likely these

difficulties may influence a child’s developmental outcomes.

RECOMMENDATIONS

Based on the findings and conclusions of the study, the following recommendations were suggested:

1. The intervention plan be implemented by SPED teachers and disseminated to parents of children with ASD

as a resource to supplement their existing strategies for supporting and managing their children's development.

2. The SPED teachers are encouraged to strengthen collaboration with parents through consistent

communication, home-based activity guides, and training programs that enhance parental involvement in ABA

practices. Teachers may also integrate socio-emotional learning strategies that reinforce ABA interventions

and promote continuity between home and school settings.

3. The school administrators should develop policies and allocate resources to improve the accessibility of

ABA therapy and related services. This includes establishing partnerships with government agencies and non-

governmental organizations to address financial barriers, reduce waiting lists, and ensure timely interventions.

Administrators should also create parent-teacher collaborative frameworks that institutionalize family

engagement in special education programs.

4. The future researchers should conduct further studies focusing on longitudinal effects of PD programs on

SPED teachers’ competencies and student outcomes to provide deeper insights into their long-term impact and

explore additional factors influencing the effectiveness of PD and IEP implementation, such as teacher

motivation, workload, and institutional support.

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