Grandparents of Grandchildren with Autism Spectrum Disorder (ASD):
Strengthening Relationships through Technology Activities
Valerie A. D’Astous. M.S., Scott D. Wright, Ph.D., Cheryl A. Wright, Ph.D., Marissa L. Diener, Ph.D.
Center on Aging Research Retreat- February, 2012
METHODS
ABSTRACT
This qualitative study examined the relationship dynamics of six
grandparents with their grandchildren diagnosed with Autism
Spectrum disorder (ASD). The relationships were examined in the
context of shared technological activities (using Google SketchUp
 Convenience sample of six grandparents (2 grandfathers and 4 grandmothers) whose grandchildren with ASD were participating
in an innovative computer program, Sketch Up at the University.
 Participatory action research (PAR) approach was used; grandparent questions helped direct the context of focus groups & they
validated the findings of data analysis
software) in structured workshops at a university setting. Content
 Two focus groups with grandparents were videotaped and transcribed.
analysis of transcribed focus group sessions with the grandparents
 Data was read and re-read to identify common concepts by team members.
indicated two emergent key themes: expectations were reframed
 Concepts were summarized and synthesized into key themes.
and communication bridges were built through shared interests.
The grandchildren learned technological skills, and the positive
experience the grandparents perceived their grandchildren to have
had in the program gave them hope for future educational and
employment opportunities for these grandchildren. The
grandparents also indicated that the shared interests in the
DISCUSSION
computer program augmented communication opportunities
Many children with ASD excel at visual spatial skills, thus the 3D
between themselves and their grandchildren, amongst the
computer program, Sketch Up, played to this strength. The workshops
participating children, and between themselves and other
also encouraged social interaction around a common interest and
grandparents of grandchildren with ASD.
encouraged family participation. These grandparents perceived their
grandchildren with ASD experienced greater self-confidence, and
enhanced communication and social interactions through participation
INTRODUCTION
in this Sketch Up program and the technological skills it afforded them.
We were interested in whether relationships between grandparents
and their grandchildren with ASD benefitted when interacting with
computer programs and software. Specifically, we examined
whether technologies helped to facilitate the emotional and
instrumental support for children with ASD from their grandparents
RESULTS
Interacting with grandchildren with ASD through the medium in which
Key Theme 1: Reframed Expectations
Key Theme 2: Building Communication
they are comfortable and confident could increase communication,
Emerged from four strong recurrent concepts
Bridges Through Shared Interests
broaden social interaction and build closer intergenerational bonds.
expressed by the grandparents
Recognized from two concepts
provided these grandparents a more positive future vision for their
and whether the computer technologies that children with ASD
used helped to facilitate social interactions in the intergenerational
context?
Focusing on grandchildren’s strengths and not their weaknesses
Previous
Failures
Building on
Strengths
Limited
Social
Skills
Positive
Experiences
through
Sketch Up
“They [his parents] have tried everything and he just decides it’s not for him,”
“Having friends has always been a little ‘iffy’.
“They all seem to gravitate to this medium [computers].”
“This program has evidently been something that he [her grandson] has really
taken to and I think that it has given him a great deal of esteem.”
grandchildren with ASD.
Social
Engagement
Around
Technology
Peer
Support
through
Focus
Groups
CONCLUSIONS
 Technology, such as the SketchUp program may provide a unique
“So if anything, I am trying to get better at the computer at his request
[Her grandson with ASD]”.
“In fact we [grandmother and grandson] emailed Steve [program
moderator] a couple of times, ‘now how do you do this’ and he emailed
us right back with instructions.”
Meeting other grandparents with grandchildren with ASD was comforting
and reassuring, as stated by a grandfather, “I completely understand
what they are talking about”.
pathway to enhancing intergenerational relationships and
communication.
 Grandchildren with ASD may feel a sense of confidence and
mastery in explaining and sharing their technological skills with their
grandparents.
 Further research may verify how self-assurance could be
transferred to other areas of the child’s social life.
References:
Wright, C., Diener, M.L., Dunn, L., Wright, S.D., Linnell, L., Newbold, K., D’Astous, V., & Rafferty, D. (2011). Sketch Up: A technology
tool to facilitate intergenerational family relationships for children with autism spectrum disorders (ASD). Family & Consumer Sciences
Research Journal, 40: 135-149.
Hillman, J. (2007). Grandparents of children with autism: A review with recommendations for education, practice and policy.
Educational Gerontology, 33: 513-527.
Lee, M. and Gardner, J.E. (2010). Grandparents’ involvement and support in families with children with disabilities. Educational
Gerontology, 36: 467-499.
Contact Information:
istar.utah.edu
valerie.dastous@fcs.utah.edu