Original Article © 2006 Blackwell Publishing Ltd 371 Blackwell Science, LtdOxford, UKCCHDChild: Care, Health and Development0305-1862Blackwell Publishing Ltd, 2005 ? 2005323371385Original Article Parental satisfaction with support and educationJ. Renty and H. Roeyers Correspondence: Jo Renty, Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, B-9000 Ghent, Belgium E-mail: Jo.Renty@UGent.be Original Article Satisfaction with formal support and education for children with autism spectrum disorder: the voices of the parents J. Renty and H. Roeyers Research Group Developmental Disorders, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan, Ghent, Belgium Accepted for publication 24 August 2005 Abstract Introduction The aim of the present study was to identify and describe factors associated with variations in the level of parental satisfaction with formal support and education for children with autism spectrum disorder (ASD) in Flanders. Methods Participants were recruited by a mailing from a diagnostic centre for pre-schoolers and by advertisements dispersed in the Flemish parent organization for ASD and in services and special schools. The sample consisted of 244 parents of children with ASD (age range: 2.69–17.81 years, male/ female sex ratio 4 : 1). The data were collected using a questionnaire on experiences with education and support, which was compiled for the purpose of this study. The data resulting from the questionnaire were supplemented with information obtained from semi-structured in-depth interviews with a stratified sample of 15 parents. Results and conclusions The study revealed that parents experienced difficulties with the diagnostic process, with support and education provided by mainstream settings and with the accessibility of autism-specific service provisions. Conversely, parents reported to be satisfied with the quality of autism-specific support and education. Predictors of overall satisfaction were parental involvement in formal support, knowledge of available service provisions and time between first consultation and final diagnosis. Practical implications of the results are discussed. Keywords autism spectrum disorders, diagnosis, education, parental satisfaction Introduction There have been a lot of reports in the literature about the importance of social support in individ- ual, interpersonal and family functioning in fami- lies of children with a disability (e.g. Dunst et al. 1990; Kwai-sang Yau & Li-Tsang 1999; White & Hastings 2004). Corresponding to the double ABCX model (McCubbin & Patterson 1983), available support may act as a buffer against the demands of caring for a child with a disability, resulting in better family adaptation. Particularly, the role of informal social support has been estab- lished (White & Hastings 2004). Different sources of informal social support in families of children with a disability are expected to influence personal, family and child functioning. First, several studies have demonstrated that support within the nuclear family correlates with lower stress levels in parents of children with a disability (Johnston et al. 2003).