Parent couple conflict and emotional and behavioral problems in youth with autism: Longitudinal investigation of bidirectional effects

2021 ◽  
pp. 1-11
Author(s):  
Brianna Piro-Gambetti ◽  
Geovanna Rodriguez ◽  
Lauren M. Papp ◽  
Jessica L. Greenlee ◽  
Sigan L. Hartley
Keyword(s):  
Parent Education ◽  
Behavioral Problems ◽  
Autism Spectrum ◽  
Emotional And Behavioral Problems ◽  
Couple Relationship ◽  
Research Attention ◽  
Couple Conflict ◽  
Relationship Length ◽  
Psychosocial Experiences ◽  
Bidirectional Associations

Abstract Families of youth with autism spectrum disorder (ASD) are vulnerable to maladaptive psychosocial experiences, including elevated youth emotional and behavioral problems (EBPs) and poor parent couple relationship outcomes. Yet, the extent to which these family psychosocial experiences are intertwined has been given little research attention. The present study longitudinally investigated the bidirectional associations between parent couple conflict (PCC) and youth EBPs in 188 families of children and adolescents with ASD (initially aged 5 to 12 years) across four time points (T1, T2, T3, T4), each spaced 12 months apart. Mother- and father-report of youth EBPs and PCC were entered into a cross-lagged panel model. After adjusting for youth age and intellectual disability status and parent education and couple relationship length, the results indicated that father-report of PCC predicted increased youth EBPs 12 months later (T1→T2 and T2→T3). In addition, father-report of youth EBPs predicted increased PCC 12 months later (T3→T4). Mother-report did not demonstrate cross-lagged effects. The findings suggest that fathers’ perceptions of PCC and youth emotional and behavioral functioning are transactionally related, highlighting the need for family-wide interventions.

scholarly journals Effect of Parent Training vs Parent Education on Behavioral Problems in Children With Autism Spectrum Disorder

JAMA ◽  
2015 ◽  
Vol 313 (15) ◽  
pp. 1524 ◽  
Author(s):  
Karen Bearss ◽  
Cynthia Johnson ◽  
Tristram Smith ◽  
Luc Lecavalier ◽  
Naomi Swiezy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Parent Education ◽  
Behavioral Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Callous-unemotional traits in youth with autism spectrum disorder (ASD): replication of prevalence estimates and associations with gaze patterns when viewing fearful faces

2020 ◽  
pp. 1-9
Author(s):  
Virginia Carter Leno ◽  
Rachael Bedford ◽  
Susie Chandler ◽  
Pippa White ◽  
Isabel Yorke ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Reaction Times ◽  
Recognition Task ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
Cu Traits ◽  
Fearful Faces ◽  
Callous Unemotional

Abstract Research suggests an increased prevalence of callous-unemotional (CU) traits in children with autism spectrum disorder (ASD), and a similar impairment in fear recognition to that reported in non-ASD populations. However, past work has used measures not specifically designed to measure CU traits and has not examined whether decreased attention to the eyes reported in non-ASD populations is also present in individuals with ASD. The current paper uses a measure specifically designed to measure CU traits to estimate prevalence in a large community-based ASD sample. Parents of 189 adolescents with ASD completed questionnaires assessing CU traits, and emotional and behavioral problems. A subset of participants completed a novel emotion recognition task (n = 46). Accuracy, reaction time, total looking time, and number of fixations to the eyes and mouth were measured. Twenty-two percent of youth with ASD scored above a cut-off expected to identify the top 6% of CU scores. CU traits were associated with longer reaction times to identify fear and fewer fixations to the eyes relative to the mouth during the viewing of fearful faces. No associations were found with accuracy or total looking time. Results suggest the mechanisms that underpin CU traits may be similar between ASD and non-ASD populations.

scholarly journals Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis

Autism ◽  
2019 ◽  
Vol 23 (7) ◽  
pp. 1630-1644 ◽  
Author(s):  
Joanne Tarver ◽  
Melanie Palmer ◽  
Sophie Webb ◽  
Stephen Scott ◽  
Vicky Slonims ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Well Being ◽  
Autism Spectrum ◽  
Mean Difference ◽  
Emotional And Behavioral Problems ◽  
Standardized Mean Difference ◽  
Spectrum Disorders ◽  
Parent Interventions

There is growing interest in the development of behavioral parent interventions targeting emotional and behavioral problems in children with autism spectrum disorders. Such interventions have potential to improve a number of child and parental well-being outcomes beyond disruptive child behavior. This systematic review and meta-analysis assesses evidence for the efficacy of behavioral parent interventions for disruptive and hyperactive child behavior in autism spectrum disorders, as well as parenting efficacy and stress. A total of 11 articles from nine randomized controlled trials were included. Sufficient data were available to calculate standardized mean difference and show favorable effects of behavioral parent interventions on parent-reported measures of child disruptive behavior (standardized mean difference = 0.67), hyperactivity (standardized mean difference = 0.31) and parent stress (standardized mean difference = 0.37); effects on parent efficacy are less clear (standardized mean difference = 0.39, p = 0.17). There were insufficient data to explore intervention effects on internalizing behavior in autism spectrum disorders, parenting behaviors, or observational and teacher-reported outcomes, providing important avenues for future research. This review adds to growing evidence of the efficacy of behavioral parent interventions for child behavior and parental well-being in autism spectrum disorders (Prospero: CRD42016033979).

Individual characteristics of students with autism spectrum disorders and school refusal behavior

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 413-423 ◽  
Author(s):  
Ellen Kathrine Munkhaugen ◽  
Tonje Torske ◽  
Elen Gjevik ◽  
Terje Nærland ◽  
Are Hugo Pripp ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Behavioral Problems ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
School Refusal ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
School Refusal Behavior ◽  
Students With Autism

This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9–16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child’s school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior.

Managing Problem Emotions and Behaviors in Children With ASD: An Assessment-Driven Three-Step Approach

2012 ◽  
Vol 19 (2) ◽  
pp. 38-47 ◽  
Author(s):  
Carla A. Mazefsky
Keyword(s):  
Behavioral Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional And Behavioral Problems ◽  
Daily Functioning ◽  
Stepwise Approach ◽  
Children With Asd ◽  
Behavioral Stability ◽  
Spectrum Disorders ◽  
And Behaviors

Emotional and behavioral problems in children with autism spectrum disorders (ASD) interfere with daily functioning and their ability to learn new skills. Thus, promoting emotional and behavioral stability is often a necessary component of intervention with children with ASD. This article reviews an approach to managing emotional and behavioral problems in ASD that begins with a thorough assessment to identify the function of the behavior or source of distress. I review common contributors to problem emotions and behaviors in ASD, highlight the importance of matching the intervention to the results of the assessment, and describe a stepwise approach to intervention.

scholarly journals The symptoms of autism including social communication deficits and repetitive and restricted behaviors are associated with different emotional and behavioral problems

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ching-Hong Tsai ◽  
Kuan-Lin Chen ◽  
Hsing-Jung Li ◽  
Kuan-Hsu Chen ◽  
Chao-Wei Hsu ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavioral Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Emotional And Behavioral Problems ◽  
Emotional Symptoms ◽  
Association Patterns ◽  
Different Types

AbstractThe aim of the study was to investigate the associations between symptoms of autism and emotional and behavioral problems in children with autism spectrum disorder from both caregivers’ and clinicians’ perspectives. Three main findings were found in our study. First, the association patterns were similar in the preschool and school-aged children. Second, different association patterns were found from caregivers’ and professionals’ perspectives. From the professionals’ perspective, only repetitive behaviors were associated with behavioral problems, while from the caregivers’ perspective, all symptoms of autism were associated with emotional and behavioral problems. Third, different types of symptoms of autism were associated with different types of emotional and behavioral problems. For example, from the professionals’ perspective, restricted and repetitive behaviors were only associated with hyperactivity and inattention. From the caregivers’ perspective, social emotion was associated with emotional symptoms, and other symptoms of autism were associated with hyperactivity and inattention, as well as with peer problems. The results of our study provided deeper understanding of the relationships between symptoms of autism and emotional and behavioral problems, and the findings could serve as a reference for intervention planning when clinicians approach children with autism spectrum disorder.

scholarly journals Examining the impact of emotional and behavioral problems on parenting stress in mothers of children with autism in Mongolia

2020 ◽  
pp. 48-58
Author(s):  
Bulganzaya Tumurbaatar ◽  
Baigalmaa Chuluunbaatar
Keyword(s):  
Parenting Stress ◽  
Behavioral Problems ◽  
Short Form ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Emotional And Behavioral Problems ◽  
Stress Index ◽  
Convenience Sample ◽  
Bivariate Correlation ◽  
The Impact

The present study examined the effects of emotional and behavioral problems on parenting stress among mothers of children with autism in Mongolia. The hypothesis is that if children with autism presented more problems on their emotional and behavioral aspects, the higher parenting stress perceived among the mother of children with autism. The convenience sample of the study was composed of 62 mothers of children with autism spectrum disorder. The present study used the Parenting Stress Index-Short form (PSI/SF) and the Strengths and Difficulties Questionnaire (SDQ), which are translated into Mongolian language by research team. Using the current sample of mothers of children with autism, Cronbach`s alpha coefficients of PSI/SF-M was 0.94 and SDQ-M was 0.62 for our sample. Bivariate correlation between the variables measuring difficulties of child and parenting stress revealed the existence of small to moderate correlations between SDQ subscales and PSI/SF subscales. PSI/SF total score and SDQ total score are correlated significantly at 0.35 (p=0.01). Difficult child subscale is correlated mild to moderate with SDQ total score (0.53), emotional symptoms (0.37), hyperactivity/inattention (0.35) and conduct problem (0.50) in positive way. Strong correlations were found between subscales of PSI/SF (0.67-0.89). The result of multiple regression analysis indicated that in addition with emotional and behavioral problems of children, income sufficiency of household and social support variables is significantly associated with parenting stress of mothers.

Sign in / Sign up

Export Citation Format

Share Document