Lived Experiences of Parents with high Functioning Adult Children with Autism

Autism spectrum disorder (ASD) refers to a developmental disorder that involves certain abnormalities such as restrictive and repetitive interests, difficulties in communication and impairment concerning social functioning. The parental roles and responsibilities assumed by parents with adult children who have ASD. Autism refers to a pervasive developmental disorder that is regarded as a lifelong disorder that is commonly diagnosed in children below three years of age. The autism disorder has not yet been associated with any cure or medication (Mukaetova-Ladinska, 2016). Autism Spectrum Disorder (ASD) has previously been termed as a condition that covers different labels of diagnosis associated with High Functioning Autism, Autistic Disorder, Pervasive Developmental Disorder and Asperger's Disorder. Various levels of deficits experienced in non-social and social domains are considered as having the ability to influence a global perspective of the criteria that may be used in diagnosis operations. As a developmental disorder, Autism spectrum disorders (ASD) has been found to affect about 1 out of 80 children living in the United States (Gillott, Furniss & Walter, 2014). Owing to its lifelong nature, the ASD condition is characterized by several communication difficulties as well as restrictions to social interactions. While there have been elevated levels of investments and commitment on the part of researchers who have shown interest in understanding and finding a solution to ASD condition affecting children in their early ages, there remain considerable gaps of studies focusing on adult children (Wasserman, Weisman de Mamani & Mundy, 2015). 

This gap in research is commonly evident concerning the interventions that should be adopted in mitigating the adverse experiences of parents living with adult children suffering from high functioning autism disorder. A few programs have previously been introduced with the objective of assisting parents to manage their experiences with their adult children living with the high functioning autism disorder. Over the last couple of years, research and strategic plans on the control and management of autism have assisted in the identification of measures taken to enhance the quality of life of parents with adult children with that particular disorder. In this paper, the focus is placed on a discussion involving the key constructs of three theories that could provide a framework for research in the specialization of Life experiences of living with adult children with autism Further, it includes comparison of the three identified theories and the description of a scholarly rationale for the identification and selection of the one that is most aligned with the topic of focus. Additionally, the research covers an analysis of the proposed dissertation research for the advancement of the selected theory. The weak central coherence theory of autism is also different from the other two theories in the sense that it considers the existence of a socio-emotional deficit concerning the social environment within which those affected are operating. According to its application in understanding autism disorder, a weakness may be experienced in its operation where there is common responsibility of individuals who are concerned with the establishment of its meaning (Macintosh & Dissanayake, 2016). 

Psychological Theories for Research Framework 

To date, there is no clarity and accuracy concerning the psychological theories that would be appropriately applied as frameworks for the analysis and explanation of the lived experiences of parents with high functioning adult children with autism. As such, this research places more emphasis on the analysis, comparison and identification of theoretical frameworks that would be suitable for the provision of scholarly basis and rationality in understanding and describing lived experiences of parents with high functioning adult children with autism (DePape & Lindsay, 2015; Siegel, 2015). Moreover, it is necessary to provide theoretical structures that focus on working towards the analysis of advancing most appropriate psychological models or theories in explaining experiences related to Autism Spectrum Disorder (ASD) (Macintosh & Dissanayake, 2016; Perry & Condillac, 2016; Diamond, Perry & Muller, 2013). To that extent, three cognitive theoretical models are explored in an attempt to develop different perspectives of experiences of parents living with adult children suffering from high functioning autism disorder. 

Perry’s Stress theoretical Model 

Key constructs of Perry’s Stress theoretical Model 

Perry's Stress theoretical model entail four fundamental components namely resources, support, stressors, and outcomes. The components comprising of resource and support are regarded as moderators associated with the relationship that exist parental outcomes and stressors. Stressors are described as subjective and objective characteristics displayed by children. Such characteristics include severity and frequency of maladaptive behavior, developmental or cognitive. Different stressors of life in various families include different strategies of coping whereas resources of family systems involve marital satisfaction and family functioning (Diamond, Perry & Muller, 2013). Support entails perceived or actual support obtained from the informal social sector such as social organizations, friends, and family members. Previously, researchers have been able to point out some limitations associated with the Perry's Stress Model. This model intended to include different families in matters concerning developmental disabilities. In this regard, the model is limited in the sense that it demonstrates considerable simplicity on various occasions. For instance, there is a failure of this model to account for the manner in which different intervening variables associated with how support and resources might affect each other in a reciprocal way (Perry, Harris and Minnes, 2014; Diamond, Perry & Muller, 2013). 

The other limitation of this model is that it places more emphasis on individual parental outcomes at the expense of understanding the impact of a child's disability on relationships existing in a family system. The observation by Bluth, Roberson, and Sams (2013) critiques this model by pointing out its lack of credibility when it comes to the application of empirical evidence as its basis of formulation. Instead, it focuses on the provision of explanations obtained through a clinical perspective. Additionally, such a perspective does not go to the extent of providing information regarding a scientific literature review. According to McCubbin and Patterson (2014), stress conceptualization can be achieved in some ways concerning their application to the living experiences of parents with high functioning adult children with autism. The understanding obtained regarding one of the earlier theories demonstrate the psychological and physiological reactions experienced by humans happen in stages aimed at adapting to particular stressful situations. Even though it lacks global acceptance by professionals or parents, this conceptualization has been able to experience a broad clinical application in families of parents with high functioning adult children with autism. Another conceptualization of this model of stress is termed as a paradigm of stressful life events. According to this paradigm, various events in life that are considered to be stressful could have negative impacts on physical and mental health. Research concerning the Perry's Stress theoretical model has extensively happened in some health areas and medical conditions (Smith, Greenberg & Mailick, 2014). 

In this respect, the relationship that exists between a particular outcome and any given stressful even such as experienced faced by parents living with high functioning adult children with autism is weak owing several variables that are likely to be intervening. Such variables may include different social supports that are available, options that can be considered as well as coping strategies (Perry, Harris and Minnes, 2014). In the case of lived experiences of parents with high functioning adult children with autism, there is considerable evidence from studies that have previously been conducted that point towards the existence of extreme levels of heterogeneity among such families. It is worth noting that some of these families have managed to cope well and articulated some positive impacts. In the conceptualization approach that considers stress as a paradigm of daily hassles, there is a suggestion indicating that the major life of the affected parent may not necessarily be stressed, but there is the possibility of cumulative frustrations that they experience (Perry & Condillac, 2016; Diamond, Perry & Muller, 2013). In the case of adult children who have autism spectrum disorder, there has also been an extensive use and application of the Perry's Stress theoretical model. In that respect, the model leads one into identifying and understanding the assumption that one life event such as living with high functioning adult children with autism is not the only stressful thing. Instead, the cumulative effect coming from smaller daily annoyances and frustrations contributed significantly to the overall stress experienced by such parents. 

Perry’s Stress Theoretical Model in the provision of Research Framework 

The development of this model also took place as a way of responding to some of the limitations associated with previously researched and published findings on models of family stress. Such models have not been able to present accurate and reliable findings regarding the experiences of parents living with adult children who have autism spectrum disorder due to the implications associated with the dichotomous nature of stress outcomes (Smith & Perry, 2013). Nonetheless, the conceptualization of the experiences of such families through the Perry's Stress theoretical model has a higher likelihood of presenting a more accurate point of view since it goes to the extent of capturing the repeated as well as the continuous stressors that are usually experienced on a daily basis. The Perry's Stress model plays a significant role towards the articulation of the need for a theoretical understanding and explanation of the ongoing instances of stress experienced and endured by parents with high functioning adult children with autism (Perry & Condillac, 2016). Disabilities associated with instances of development among humans may include various lifelong and chronic disorders. These disorders may be attributable to physical and/or mental deficiencies that influence daily experiences of humans such as mobility, self-help, learning, language and other living skills associated with independence. Williams (2016) noted that the presentation of the Perry’s Stress theoretical model was realized in the attempt to address the various experienced that were found to be common with families and parents living with children suffering from high functioning autism. 

The other important aspect of this model in understanding the life experiences of parents with high functioning adult children with autism involves resource imbalance occurring between different sources of stress and the resources or the ability to cope with the stressful situations. In a situation where the entire family is affected in one way or the other, the approach provided through this model indicates that stress is more than a function of the characteristics displayed by the adult children experiencing autism. It involves other considerations apart from a series of daily incidences of endurance by the parents and other family members. It is also influenced, to a large extent, by the coping capabilities possessed by the individual parents, the resources available within the family as well as the external support that may be received by the family. Moreover, certain factors such as social support and support from external sources could be seen to act as protective factors or buffer for the moderation of negative outcomes (Diamond, Perry & Muller, 2013). The different perspectives to stress as described through the Perry's Stress Model have been able to go beyond focusing on individual parent experiences. Some researchers are of the view that sociology and system theory has assumed an entirely different approach in their attempt to determine the nature and level of family stress associated with autism spectrum disorder. Also, other researchers have been able to introduce interesting perspectives and arguments regarding the nature of experiences that are common in the lives of parents with adult children who have autism (Perry & Condillac, 2016; Diamond, Perry & Muller, 2013). 

Empirical Studies in Illustrating Perry's Stress Theoretical Model 

The empirical test conducted by Bluth, Roberson, and Sams (2013) concerning Perry's Stress theoretical Model on parents of adult children autism spectrum disorder led to the establishment of a number of findings. Upon the conduction of multiple analyses based on hierarchical regression, it was established that certain variables were able to account for the substantial level of variance. In this particular study, the dependent measures associated with parenting distress emanating from the situation presented by adult children with autism. Further, it became clear that the characteristics of such children represented the largest section of the variance obtained in the outcomes. It was clear that the diagnostic status or the development of a child that was regarded as significantly important was related to objective variables. The Perry's Stress theoretical Model is broadly intended to provide a reasonable understanding of the inclusion of specific factors such as those that are pragmatic and are associated with different literature bodies. It also demonstrated a representation of serious efforts aimed at addressing the measurement and conceptual issues described in various sources of literature through the explicit definition and description of stress, distress and multiple forms of stressors. This happens by coming up with a clear distinction between independent and dependent variables as well as through the use of reasonable constructs in measurement (Diamond, Perry & Muller, 2013). 

Cognitive Activation Theory of Stress (CATS) 

The Cognitive Activation Theory of Stress plays a vital role in giving explanations regarding the response associated with stress. According to this theory, humans tend to experience stress whenever a discrepancy exists between their actual values the set values. The Cognitive Activation Theory of Stress may also serve as a source of motivation to the humans for them to work towards reducing the discrepancy between actual values and set values. The basis for the cognitive activation theory of stress exists in the concept of common sense coping. CATS describe coping as a positive response of expectancies of outcomes (Ursin & Eriksen, 2017; Trute & Hiebert-Murphy, 2013). This is an implication that individuals are capable of establishing the nature and level of expectancy that they are capable of handling their various situations in a manner that brings about the positive result. In different situations where CATS may be applied, there are psycho-immune, psychoendocrine and psychophysiological types of arousal. When people learn of the non-existence of the relationships between the outcome and the things done by different people and their outcomes, the expectancy acquired is identified and described as helplessness. Helplessness is believed to be taking place in a situation where the perceived possibility of getting rid of aversive stimulations with responses is similar with those without responses (Williams, 2016). 

This is an implication that the response lacks substantive perceived outcome associated with the aversive events that have a higher likelihood of occurring. In regard, humans may not be in control of the sources of stress that normally affect them. The CATS model is widely accepted and used as a framework for the description and application of depression and anxiety. Due to the validity of the formulations for human beings and the kind of medical or health conditions that they experience, the CATS framework provides an important basis for examining anxiety and depression. The observations made by Meurs and Perrewé (2015) indicate that a review of the present status of the application of CATS when it comes to the understanding of behavioral medicine is linked to the explanation of issues involving epidemiology power as well as prevention and treatment of subjective health issues. There are possibilities of addressing of mediating the responses emanating from stress through the application of political resilience. In this regard, resilience would demonstrate the capability of coping with the situations emanating from environmental stressors. Whenever the strategies are adopted with the aim of coping with certain medical conditions, the risk levels of developing stress are considerably reduced. The reference to expectancies is essential for the arguments and perspectives involving CATS. Learning may be considered as a means of acquiring expectancies. This contributes towards the elimination of some difficulties eliminate some of the issues in the comparison of data from animals and humans (Gomes & Teixeira, 2014). 

The CATS approach and framework makes it easier for researchers and learners to understand the nature of lived experiences of parents with high functioning adult children with autism. Concerning the CATS framework, Autism spectrum disorder is often characterized by considerable levels of impairments in relation to different forms of social interaction, communication deficits in both non-verbal and verbal communication as well as restricted behaviors and interests. Underlying a number of broad spectrums of behavioral impairments exists as key deficits that have their basis on neuro-biological deficits in the processing of non-social and social information. The overall outcome of such a process is identified and described as high functioning through the lives of adults with ASD and the experiences of their parents (Gillott, Furniss & Walter, 2014). While developments in early diagnosis and intervention decisions attempt to mitigate the impacts of the experiences of parents living with adult children suffering high functioning autism disorder have been made, no considerable efforts have been made in providing effective treatment for such children. To mitigate the impact of ASD on adults and their parents, efforts have been directed towards the advancement of the effectiveness of the available treatment measures. Most of the interventions that have been introduced appear to have placed considerable emphasis on children at the expense of adults. It is clear that a large number of people have previously encountered significant challenges in their adulthood years owing to ASD. 

For instance, there is connection linking such experiences with underemployment or underemployment among the victims, poor level of academic performance, poor standards of living as well as limitations in social functioning. Increasing popular evidence has been able to demonstrate that the deficits that exist in non-social and social cognition that parents of adult children autism have to experience that considerably contribute towards lower levels of adaptive functioning. Social-cognitive impairments are most observable in several domains present in autism, and they may include deficits associated with perspective-taking, the perception of emotions, and theory of mind as well as management of emotions. While most adults living with autism disorder may have elevated or intact intellectual capabilities, non-neurocognitive forms of impairment are largely observable in domains such as memory aspects and processing speed among others. The constellation of non-social and social deficits of information processing has a significant way of limiting the capabilities of adult children with autism to adapt and live a successful life (Bluth, Roberson & Sams, 2013). 

Unfortunately, more elaborate approaches introduced with the aim of addressing core social-cognitive and neurocognitive impairments in adult children with autism are still going through development. Cognitive rehabilitation is a representation of a potentially enhanced approach to some of the remedies that are available to the impairments of information processing in adult children with autism but who are not experiencing a general form of intellectual disability (Gomes & Teixeira, 2014). Different approaches popularly used in cognitive rehabilitation have previously demonstrated high levels of efficacy in relation to different populations that are faced with neurological impairments including stroke and brain injury. While crucial distinctions may exist between autism and other similar disorders, the convergence experienced in the cognitive manifestation of autism and the related disorders have acquired an ever-growing level of recognition. Moreover, the number of people with autism but intellectual capabilities have grown including adults (Ursin & Eriksen, 2017; Selye, 2014)). 

Weak Central Coherence Theory (WCC) 

The weak central coherence theory (WCC) may also be referred to as the Central Coherence Theory (CCT), and it holds that a cognitive style that is perpetual and specific underlies the main sources disturbance in autism spectrum disorders. As a neurodevelopmental disorder associated with impaired communication and social interaction, experiences of impacts of autism can be explained by the Central Coherence Theory framework. There is an attempt by the WCC theoretical framework to describe the manner in which the adults living with autism can display exceptional abilities in understanding academic subjects such as engineering and mathematics. However, such adults may experience some difficulties in acquiring language and communication skills as well as displaying the tendency of being anti-socially where they are more likely to lead a socially isolated life. The weak central coherence theory is one of the major conceptual frameworks that have attempted to explain the abnormalities that may be experienced by individuals and families of individuals with autism (Torii, 2011). 

Over the last couple of decades, the weak central coherence theory has been subjected to various analysis and discussions where the main coherence skills of people and families living with children with autism. It is worth noting that no consensus presently exists concerning the validity associated with the weak central coherence theory. Furthermore, the analysis by Westby (2017) seems to refute the perspective held by the WCC theory. In this case, it has been determined that the performance related to the experiences of parents with adult children having high-functioning autistic children have indicated that autistic subjects involve tasks that require inhibition and processing of neutral responses. The study conducted by Jolliffe and Baron-Cohen (2016) was able to make findings and conclusions that went against the expectations of many people in the sense that it became clear that the central coherence deficit theories were able to link with holistic processing involving persons with ASD. Previous studies have also been able to find that children having autism may not necessarily experience difficulties in linking contextual information and the items involved in accordance with the prediction made by the weak central coherence theory. Instead, it is suggested that there exist a specific level of difficulty associated with verbal stimuli that are characterized with certain complexities (Morgan, Maybery & Durkin, 2013). 

The outcomes of studies focused on the establishment and measurement of central coherence skills through verbal-semantic or perceptual tasks has been able to reveal that autistic children have a tendency of experiencing fragmented perception. Some studies have demonstrated considerable failure in replicating the previous findings made by the researchers who worked on the establishment of the weak central coherence theory. The explanation for this kind of inconsistency may be founded and provided on the basis of the kind of measurement accorded to weak central coherence in relation to its difficulties in processing both local and global outcomes. Previous studies have shown that individuals with ASD have the ability to process information both locally and globally whenever they are operating under strict instructions. Families and parents of people with autism have previously questioned the logic and argument behind the adoption and application of the WCC theory. One of the criticisms that have been advanced against the weak central coherence theory is that its context of operation deemed global by scholars. However, it is clear that the perspectives of various researchers may not be perceived or understood from a universal point of thinking (McCubbin & Patterson, 2014; Perry & Condillac, 2016; Diamond, Perry & Muller, 2013). 

The weak central coherence theory of autism considers the existence of a socio-emotional deficit concerning the social environment within which those affected are operating. According to the application of this theory, a weakness may be experienced in its operation where there is common responsibility of individuals who are concerned with the establishment of its meaning. For parents living adult children with autism, a piecemeal method of addressing extraordinary processed may result in significant challenges experienced in the perception or understanding of the appropriate areas of application of WCC theoretical framework (Westby, 2017; Perry, Harris and Minnes, 2014; Diamond, Perry & Muller, 2013). Some of the scholars and researchers who have been on the forefront in proposing arguments in support of the weak coherence theory have always argued that features of autism which include circumscribed interests, sensitivity to small environmental changes and arousal to sensory stimuli may be clearly explained (Wasserman, Weisman de Mamani & Mundy, 2015). Studies that are responsible for the investigation of the WCC theoretical framework have applied several studies but they have not been successful in the establishment of the considerable differences that exist between children with ASD and their normal peers. There is a considerable level of empirical support associated with the detailed processing of the experiences faced by children with autism disorder. 

In that regard, recent attempts to validate the theory WCC theory offer explanations regarding critical features of autism have been subjected to questioning. Various experimental operations and activities in the examination of adverse domains of different processes. Researchers and scholars who have demonstrated their support for the WCC theory in their argument have managed to obtain their pieces of evidence through the involvement of a number of spatial operations. Macintosh and Dissanayake (2016) established that adult children with ASD demonstrated considerable discrepancies in comparison with those who experienced normal development when it comes to segmentation of their respective capabilities. In attempts to expel the perception that WCC is an intelligence function, people with high functioning autism disorder have the ability to perform considerably well at tests of embodied figures. In the examination and analysis of the coherence associated with verbal semantics, findings have been made to the effect that individuals with autism disorder often fail in the utilization of grammatical or sematic activities in memory. Other than piecemeal operations being selected over contextual explanation, people with autism have a higher likelihood of exhibiting a weak central coherence (Torii, 2011). 

Comparing and Contrasting the Theories 

In examining the various psychological theories applicable as appropriate frameworks for the analysis and explanation of the proposed topic, there are both similarities and differences in their perspectives. All the three theories considered namely Perry's Stress theoretical Model, Cognitive Activation Theory of Stress (CATS) and Weak Central Coherence Theory (WCC) are focused on providing frameworks for understanding autism. Nonetheless, each of the three theories is founded and applied to different perspective and argument (Ursin & Eriksen, 2017; Meurs & Perrewé, 2015). In explaining the experiences of parents with high functioning adult children with autism, the perspective Perry's Stress theoretical Model is different from both Cognitive Activation Theory of Stress (CATS) and Weak Central Coherence Theory (WCC). The objective of Perry's Stress theoretical Model is to include different families in matters concerning developmental disabilities. In this regard, the theory is limited in the sense that it demonstrates a considerable simplicity on various occasions (Hoy, Hatton & Hare, 2004). Further, the development of Perry's Stress theoretical Model happens as a way of responding to some of the limitations associated with previously researched and published findings on models of family stress. Such models have not been able to present accurate and reliable findings regarding the experiences of parents living with adult children suffering from autism spectrum disorder due to the implications associated with the dichotomous nature of stress outcomes (Diamond, Perry & Muller, 2013; Perry, Harris and Minnes, 2014; Diamond, Perry & Muller, 2013). 

On the contrary, the Cognitive Activation Theory of Stress is more concerned with the presentation of explanations regarding the response associated with stress. In this case, coping is seen as a positive response of expectancies of outcomes which implies that individuals are capable of establishing the nature and level of expectancy in handling various situations in a manner that brings about a positive result (Meurs & Perrewé, 2015). The WCC theoretical framework has applied several studies have not been successful in the establishment of the considerable differences that exist between children with ASD and their normal peers. There is a considerable level of empirical support associated with the detailed processing of the experiences faced by children with autism disorder. Whenever the approaches are embraced with the aim of coping with certain medical conditions, the risk levels of developing stress are considerably reduced. The reference to expectancies is important for the arguments and perspectives involving CATS. Learning may be considered as a means of acquiring expectancies. Besides, The Cognitive Activation Theory of Stress demonstrates wide acceptability and use as a framework for the description and application of depression and anxiety. The different perspectives to stress as described through the Perry's Stress Model have been able to go beyond focusing on individual parent experiences. Some researchers are of the view that sociology and system theory has assumed an entirely different approach in their attempt to determine the nature and level of family stress associated with autism spectrum disorder. Due to the validity of the formulations for human beings and the kind of medical or health conditions that they experience, the CATS framework provides an essential basis for examining anxiety and depression. The Weak Central Coherence theory advances a perspective that is different from both Perry's Stress theoretical Model and Cognitive Activation Theory of Stress (McCubbin & Patterson, 2014). In that respect, the Weak Central Coherence theory suggests that a cognitive style that is perpetual and specific underlies the main sources of disturbance in autism spectrum disorders. 

Furthermore, this theory explains different ways in which individuals living with autism can display exceptional abilities in understanding various academic subjects. Nonetheless, such adults may experience some difficulties in acquiring language and communication skills as well as displaying the tendency of being anti-socially where they are more likely to lead a socially isolated life (Perry, Harris and Minnes, 2014; Ursin & Eriksen, 2017; Meurs & Perrewé, 2015). Perry's Stress theoretical Model is marred with several limitations such as the fact that it places more emphasis on individual parental outcomes at the expense of understanding the impact of a child's disability on relationships existing in a family system. On the contrary, both The Weak Central Coherence theory and Cognitive Activation Theory of Stress are not described from the perspective of their associated limitations. 

The rationale for the Theory that is most Aligned to the Topic 

In arriving at the theory that is most aligned with the dissertation topic "Lived experiences of parents with high functioning adult children with autism," some factors were taken into consideration. These factors include the main constructs of each of three theories that could provide a framework for research in a considered specialization of general psychology, the need to establish a deeper understanding of the specific experiences of parents of adult children with high functioning autism and previous research developments. Considering all the three factors identified in coming up with the rationale used, it was clear that Perry's Stress theoretical Model would be most suitable. On that basis, the argument by Wasserman, Weisman de Mamani, and Mundy (2015) clarifies that this model plays a critical role in the provision of the essential framework that gives elaborate perspectives on lived experiences of parents with high functioning adult children with autism. 

The suitability of this model also concurs with the views advanced by Williams (2016) regarding the analysis of the stressful experiences of families and parents of children with ASD. To that extent, Perry's Stress theoretical Model is associated with a broad intention towards providing a more in-depth understanding through the inclusion of several factors that are linked to previous research findings. Further, the Perry's Stress theoretical Model demonstrates a representation of serious efforts with the objective of addressing the measurement as well as conceptual information found in various in different literature sources through an explicit description of stress, distress and various forms of stressors. Also, this theory plays a crucial role towards the establishment of a clear difference between independent and dependent variables through reasonable constructs of measurement (Gillott, Furniss & Walter, 2014). 

Analysis of Implication of Proposed Research on Theory Advancement 

In conducting this proposed research, the adoption and application of the Perry's Stress theoretical Model in establishing and explaining the lived experiences of parents with high functioning adult children with autism are essential. This is because the proposed research is one of the effective ways in which this theory may be advanced and understood better. The proposed research focuses on examining the high functioning autism disorder concerning its impacts on the experiences of parents of the affected adult children. In that regard, high levels of stress are considered as one of the adverse experiences faced by parents and other family members of such adult children. As explained by Wasserman, Weisman de Mamani and Mundy (2015), this kind of a study will not just lead to the provision of more information and additional findings on the autism disorder, but with assist scholar and researchers to learn more about the proposals made by Perry's Stress theoretical Model. In this particular study, the dependent measures associated with parenting distress emanating from the situation presented by adult children with autism. Further, it is clear that the characteristics of adult children could be able to represent the largest section of the variations existing in different populations. There are clarities regarding the diagnostic levels of development of children that often considered as significantly crucial are also vital in the analysis of implication of proposed research on theory advancement. 

Upon obtaining a broader and a deeper understanding of this particular theory, it would easier and more convenient for researchers working on various areas of studies and specialization to use it in explaining different concepts and perspectives (Holryd, 2014). Educators would also be in a position to explore the various constructs of this model before applying then in explaining different points of view and arguments to their students. Researchers who are interested in future exploration various areas of studies in relation to the experiences associated with a high functioning autism disorder will find the Perry's Stress theoretical Model useful in reviewing and analyzing the available literature (Gillott, Furniss & Walter, 2014; Ursin & Eriksen, 2017; Meurs & Perrewé, 2015). To that extent, the proposed dissertation will have positive and extensive implications towards the advancement of Perry's Stress theoretical Model which is regarded as the most suitably aligned to the research on lived experiences of parents with high functioning adult children with autism. 

Conclusion 

Based on the exploration of the different theoretical models, it is worth concluding that the understanding and explanation of lived experiences of parents with high functioning adult children with autism will be based on theoretical appropriate psychological theories. It is clear that it is crucial to provide theoretical structures with the focus on examining and analyzing most appropriate psychological models used in the explanation of the experiences related to Autism Spectrum Disorder. As has been established, three cognitive theoretical models are explored towards the development of different perspectives of experiences of parents living with adult children suffering from high functioning autism disorder. Clearly, the conceptualization approach that considers stress as a paradigm of daily experiences by parents of adult children with autism indicates that the major life of the affected parents may not necessarily be stressed. However, there is the possibility of cumulative frustrations that they experience in the course of their daily living. It has been identified that resilience would demonstrate the capability of coping with the situations emanating from environmental stressors. Whenever the strategies are adopted with the aim of dealing with certain medical conditions, the risk levels of developing stress are considerably reduced. The discussion demonstrates the focus placed on a discussion involving the key constructs of three theories that would present a framework for research in the specialization of Life experiences of living with adult children with autism. Moreover, it has included a comparison of the three identified theories and the description of a scholarly rationale for the identification and selection of the one that is most aligned with the topic of focus. Besides, the research is important in exploring the analysis of the proposed dissertation research for the advancement of the selected theory. The reference to expectancies is important for the arguments and perspectives involving the Cognitive Activation Theory of Stress. Learning may be considered as a means of acquiring expectancies. 

With regard to adult children who have autism spectrum disorder, there is the demonstration of extensive use and application of the Perry's Stress theoretical model. This implies that the other models which include the Cognitive Activation Theory of Stress and Weak Central Coherence Theory may be applicable in this research are not the most suitable ones. These two theories have a lower likelihood of presenting accurate and reliable findings concerning the experiences of parents living with adult children who have autism spectrum disorder. To that extent, Perry's Stress theoretical Model has been identified as the framework capable of demonstrating a representation of serious efforts with the objective of addressing the measurement as well as conceptual information found in various in different literature sources through a clear and more elaborate description of stress, distress and various forms of stressors. 

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