Parent-Child Relationship, Parental Involvement and Educational Support Systems of Parents with Children Diagnosed with Autism Spectrum Disorder in San Pablo City

Parents play a pivotal role in the holistic development of children diagnosed with Autism Spectrum Disorder (ASD). Their active participation significantly influences behavioral, social, emotional, and cognitive outcomes. Research by McStay et al. (2021) and Smith et al. (2022) [79] emphasized that adaptive parenting strategies and strong collaboration with educational support systems are vital in fostering positive development. This study aimed to assess the parent-child relationship, level of parental involvement, and availability and effectiveness of educational support systems among parents of children with ASD in San Pablo City. Utilizing a descriptive-correlational research design, data were gathered from a randomly selected sample of 41 parents out of 45 potential participants. A validated and reliability-tested survey instrument, adapted from prior studies, served as the primary data collection tool. Results revealed a strong parent-child relationship with an overall weighted mean of 3.74, suggesting a high level of emotional bonding and adaptive communication. These findings highlight the importance of sustained parental involvement and accessible support systems in improving developmental outcomes for children with ASD. The study underscores the need for continuous parental education and collaborative efforts with educational institutions and professionals to address the unique needs of these children.