AI Article Synopsis

  • The study investigates parents' attitudes toward whole-exome sequencing (WES) results for their children with developmental delays, comparing their feelings before and after receiving this information.
  • Parents highlighted the emotional impact of distinguishing between hope and expectation regarding their child's development outcomes.
  • The decision-making process for unsolicited findings (UFs) was complicated for parents, as they needed a clearer understanding of their child's potential development to make informed choices, and strategies like default opt-ins and opt-outs were useful in navigating these decisions.

Article Abstract

Background: Counseling for whole-exome sequencing (WES) could benefit from aligning parents' pre- and post-disclosure attitudes. A few studies have qualitatively compared parents' pre- and post-disclosure attitudes toward receiving WES results for their child in a diagnostic setting. This study explored these attitudes in the context of children with a developmental delay.

Methods: Semi-structured interviews were conducted with parents (n = 27) of 16 children undergoing diagnostic WES in trio-analysis, both before and after receiving results.

Results: Three key insights emerged. First, the distinction between hoping and expecting was relevant for shaping parents' experiences with receiving results related to the primary indication. Second, parents of young children whose development of autonomous capacities was uncertain sometimes found themselves in a situation resembling a Catch-22 when confronted with decisions about unsolicited findings (UFs): an important reason for consenting to WES was to gain a better picture of how the child might develop, but in order to make responsible choices about UFs, some ideas of their child's development is needed. Third, default opt-ins and opt-outs helped parents fathom new kinds of considerations for accepting or declining UFs in different categories, thereby aiding decision-making.

Conclusion: Results from this study are relevant for counseling and policy development.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10958177PMC
http://dx.doi.org/10.1002/mgg3.2341DOI Listing

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