RESUMO
Parents of children with autism spectrum disorder (ASD) experience high levels of stress related to their children's symptoms and comorbid behavior problems. Adaptive parental coping in response to child-related stressors is proposed to serve a buffering function, and yet, little research has examined whether coping actually moderates associations between child factors and parent outcomes in this population. The few studies to do so have focused on parent well-being as the primary outcome and have not considered the degree to which child-related stressors may affect parenting and contribute to maladaptive transactional parent-child processes over time. The present study tested whether adaptive parental coping was associated with reduced associations between higher levels of child ASD symptoms and comorbid externalizing problems and poorer quality parent reactions to child negative emotions in 63 families of children with ASD. Parents reported on their children's externalizing problems, their own coping behavior, and their reactions to their children's negative emotions, and child ASD symptoms were measured through direct testing. Adaptive coping-primarily active planning-moderated the association between children's behavior problems and supportive parent reactions such that parents of children with more externalizing problems reported less supportive reactions, but only when adaptive coping was low. Child ASD symptoms did not significantly relate to parent reactions, and coping did not moderate these associations. This cross-sectional study is the first to identify parental coping as a potential protective factor for parenting behavior in families of children with ASD and comorbid behavior problems. Implications for future longitudinal research are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Assuntos
Transtorno do Espectro Autista , Poder Familiar , Adaptação Psicológica , Estudos Transversais , Emoções , Humanos , Relações Pais-Filho , PaisRESUMO
Children with autism spectrum disorder (ASD) are at considerable risk for difficulties with emotion regulation and related functioning. Although it is commonly accepted that parents contribute to adaptive child regulation, as indexed by observable child behavior, theory and recent evidence suggest that parenting may also influence relevant underlying child physiological tendencies. The current study examined concurrent associations between two elements of parental socialization of emotion and measures of both sympathetic and parasympathetic nervous system activity in 61 children with ASD aged 6 to 10 years. To index parental socialization, parents reported on their reactions to their children's negative emotions, and parental scaffolding was coded from a dyadic problem-solving task. Children's baseline respiratory sinus arrhythmia (RSA), electrodermal reactivity (EDA-R), and RSA reactivity in response to challenge were obtained as measures of the children's physiological activity. Regression analyses indicated that supportive parent reactions were related to higher child baseline RSA, a biomarker of regulatory capacity. Fewer unsupportive parent reactions and higher quality scaffolding were associated with higher EDA-R, a physiological index of inhibition. The identification of these concurrent associations represents a first step in understanding the complex and likely bidirectional interplay between parent socialization and child physiological reactivity and regulation in this high-risk population.
Assuntos
Transtorno do Espectro Autista , Socialização , Nível de Alerta , Criança , Emoções , Humanos , Poder Familiar , PaisRESUMO
BACKGROUND: Research in autism spectrum disorders (ASD) has identified a need to understand key components of complex evidence-based practices (EBP). One approach involves examining the relationship between component use and child behavior. AIMS: This study provides initial evidence for identifying key components in a specific EBP, Pivotal Response Training (PRT). We examined which components were related to child response and evaluated relationships between provider characteristics, child characteristics and component intensity. METHODS: Trained coders reviewed archival videos (n = 278) for PRT fidelity and child behavior. We completed multi-level regression and latent profile analysis to examine relationships between intensity of individual or combinations of PRT components and child behavior, and moderators of component use. RESULTS: Analyses indicated differential relationships between specific components and child behaviors which may support methods of altering intensity of components to individualize intervention. Profile analysis suggested relatively intensive use of most PRT components, especially antecedent strategies, may maximize child responsivity. Providers with postgraduate education trended toward higher intensity component use. Child characteristics did not moderate use. IMPLICATIONS: Careful examination of key components of ASD interventions may helps clarify the mechanisms of action. Recommendations specific to PRT implementation and use of the methodology for other interventions are discussed.
Assuntos
Aptidão , Transtorno do Espectro Autista , Comportamento Infantil/psicologia , Intervenção Educacional Precoce , Transtorno do Espectro Autista/diagnóstico , Transtorno do Espectro Autista/psicologia , Transtorno do Espectro Autista/reabilitação , Criança , Crianças com Deficiência/educação , Crianças com Deficiência/psicologia , Crianças com Deficiência/reabilitação , Intervenção Educacional Precoce/métodos , Intervenção Educacional Precoce/normas , Prática Clínica Baseada em Evidências , Feminino , Humanos , MasculinoRESUMO
Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder ( n = 13) and college professors ( n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members ( n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.
Assuntos
Transtorno do Espectro Autista/psicologia , Docentes/psicologia , Docentes/estatística & dados numéricos , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Universidades , Adolescente , Adulto , Idoso , Idoso de 80 Anos ou mais , Atitude Frente a Saúde , Feminino , Humanos , Entrevistas como Assunto , Masculino , Pessoa de Meia-Idade , Adulto JovemRESUMO
BACKGROUND: It is known that children with disabilities, especially adolescents with autism spectrum disorder (ASD), are at increased risk for victimization. However, little is known about the impact of victimization over time. AIMS: Primary aims included identifying to what extent risk factors (i.e., internalizing behavior problems and conflict in friendship) related to bullying victimization over time. METHODS AND PROCEDURES: In-depth interviews conducted separately with 15-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in a two-year follow up to an earlier study at adolescent age 13. OUTCOMES AND RESULTS: Findings at age 15 demonstrated that the highest rates of bullying continued to be endorsed by youth with ASD. However, youth with ID were found to experience and report the most severe bullying. Longitudinal examination revealed that internalizing behaviors at age 13 predicted victimization experiences at age 15. CONCLUSIONS AND IMPLICATIONS: During middle adolescence, youth with ASD continue to experience more frequent victimization. Thus, shifting the focus of interventions that not only target the salient social deficits of ASD, but also address comorbid conditions such as internalizing symptoms, may further contribute to reduction of social isolation and peer difficulties.
Assuntos
Ansiedade/psicologia , Transtorno do Espectro Autista/psicologia , Bullying/estatística & dados numéricos , Depressão/psicologia , Deficiência Intelectual/psicologia , Isolamento Social , Adolescente , Bullying/psicologia , Estudos de Casos e Controles , Vítimas de Crime , Dissidências e Disputas , Feminino , Humanos , Estudos Longitudinais , Masculino , Mães , Grupo Associado , Fatores de TempoRESUMO
Relatively limited research has been devoted to understanding the postsecondary experience from the students' perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/reabilitação , Transtorno do Espectro Autista/reabilitação , Educação Inclusiva , Estudantes/psicologia , Adolescente , Emoções , Feminino , Humanos , Relações Interpessoais , Narração , UniversidadesRESUMO
PURPOSE: Well-documented ethnic disparities exist in the identification and provision of quality services among children receiving community-based mental health services. These disparities extend to parent treatment engagement, an important component of effective mental health services. Currently, little is known about differences in how providers support parents' participation in treatment and the degree to which parents actively participate in it. The purpose of this paper is to examine potential differences in both provider and parent in-session participation behaviours. DESIGN/METHODOLOGY/APPROACH: Participants included 17 providers providing standard community-based mental health treatment for 18 parent-child dyads, with 44 per cent of the dyads self-identifying as Hispanic/Latino. In-session participation was measured with the parent participation engagement in child psychotherapy and therapist alliance, collaboration, and empowerment strategies observational coding systems. FINDINGS: Overall, results indicate significantly lower levels of parent participation behaviours among Hispanic/Latino families compared to their Non-Hispanic/Non-Latino counterparts. No significant differences were seen in providers' in-session behaviours to support parent participation across Hispanic/Latino and Non-Hispanic/Non-Latino families. RESEARCH LIMITATIONS/IMPLICATIONS: These findings contribute to the literature on ethnic differences in parent treatment engagement by utilising measures of in-session provider and parent behaviours and suggest that further investigation is warranted to documenting and understanding ethnic disparities in parents' participation in community-based child mental health treatment. ORIGINALITY/VALUE: This paper contributes to the evaluation of differences in parent treatment engagement through demonstrating the utility of an in-session observational coding system as a measure of treatment engagement.
RESUMO
This study identified trajectories of depressive symptoms among mothers of children with or without intellectual disability longitudinally across eight time points. Results of fitting a linear growth model to the data from child ages 3-9 indicated that child behavior problems, negative financial impact, and low dispositional optimism all significantly related to initial maternal depressive symptoms. Child behavior problems were significantly associated with changes in depressive symptoms over time, relating above and beyond child disability status. When looking from late childhood into early adolescence, hierarchical linear regression analysis revealed that maternal depressive symptoms at child age 9 and perceived financial impact significantly related to maternal depressive symptoms at child age 13. Implications for practice and future research directions are discussed.
Assuntos
Comportamento do Adolescente/psicologia , Comportamento Infantil/psicologia , Filho de Pais com Deficiência/psicologia , Depressão/psicologia , Economia , Deficiência Intelectual/psicologia , Mães/psicologia , Otimismo/psicologia , Comportamento Problema/psicologia , Adolescente , Criança , Feminino , Humanos , Deficiência Intelectual/enfermagem , Estudos Longitudinais , MasculinoRESUMO
Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, 1992), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed.