{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,1]],"date-time":"2026-07-01T14:54:45Z","timestamp":1782917685276,"version":"3.54.5"},"reference-count":52,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2026,2,24]],"date-time":"2026-02-24T00:00:00Z","timestamp":1771891200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["WORK: A Journal of Prevention, Assessment &amp; Rehabilitation"],"published-print":{"date-parts":[[2026,7]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Recent prevalence estimates on autism spectrum disorder (ASD), such as the U.S. 2022 surveillance and the MENA 2025 synthesis, appear to suggest a rising demand for rehabilitation services for children with ASD. This increase may be associated with heavier caseloads and greater role complexity for ASD specialists. While the exact impacts remain under exploration, there is a growing need to understand the lived experiences of these specialists to help inform more effective support strategies in the future.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This qualitative study examined the lived experiences of ASD specialists to identify factors contributing to their job satisfaction and challenges.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using a phenomenological approach, semi-structured interviews with nine purposively selected ASD specialists (representing speech therapy, behavioral intervention, and physical education) were conducted, audio-recorded (seven in-person, two via Skype), and transcribed verbatim, with thematic analysis via MAXQDA yielding 824 codes across four themes, achieving data saturation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Result<\/jats:title>\n                    <jats:p>Thematic analysis revealed four themes\u2014Job Retention (26%), Mental Health and Self-Care Strategies (24%), Professional Competencies (29%), and Professional Challenges (21%)\u2014with word frequency analysis of 4662 words (e.g., \u201cChild\u201d [1468 occurrences], \u201cInterest\u201d [240]) highlighting motivations, skills, and stressors.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This study highlights that robust self-care strategies and strong professional competencies notably enhance job retention and mitigate professional challenges for ASD specialists. Targeted interventions, including tailored self-care programs and competency-based training, are essential to bolster job satisfaction and care quality. Future research should develop validated tools to measure these factors and design support programs to address specialists\u2019 needs effectively.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/10519815251410110","type":"journal-article","created":{"date-parts":[[2026,2,24]],"date-time":"2026-02-24T16:59:10Z","timestamp":1771952350000},"page":"861-880","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring job challenges and satisfaction among ASD specialists: An exploratory qualitative study"],"prefix":"10.1177","volume":"84","author":[{"ORCID":"https:\/\/orcid.org\/0009-0005-2166-0993","authenticated-orcid":false,"given":"Kosar","family":"Heidari","sequence":"first","affiliation":[{"name":"Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4959-5271","authenticated-orcid":false,"given":"Faezeh","family":"Shabanali Fami","sequence":"additional","affiliation":[{"name":"Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0897-1568","authenticated-orcid":false,"given":"Sogand","family":"Ghasemzadeh","sequence":"additional","affiliation":[{"name":"Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,2,24]]},"reference":[{"key":"e_1_3_4_2_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-981-96-4162-8_3"},{"key":"e_1_3_4_3_2","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_3_4_4_2","doi-asserted-by":"publisher","DOI":"10.15585\/mmwr.ss7402a1"},{"key":"e_1_3_4_5_2","doi-asserted-by":"publisher","DOI":"10.1186\/s12889-025-23651-x"},{"key":"e_1_3_4_6_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-015-2454-1"},{"key":"e_1_3_4_7_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.rasd.2008.04.003"},{"key":"e_1_3_4_8_2","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-009-0709-4"},{"key":"e_1_3_4_9_2","doi-asserted-by":"publisher","DOI":"10.1017\/jsi.2018.20"},{"key":"e_1_3_4_10_2","first-page":"117","article-title":"Opportunities & barriers in special education for children with autism","volume":"3","author":"Naznin N","year":"2023","unstructured":"Naznin N, Akter A, Islam A. 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