scholarly journals Explanatory Model of the Parent-Child Attachment Relationship in Autism: The Influence of Siblings and Parental Stress

2020 ◽  
Vol 13 ◽  
Author(s):  
Lyanne Levasseur Faucher ◽  
Estellane St-Jean
Keyword(s):  
Autism Spectrum Disorder ◽  
Attachment Style ◽  
Parental Stress ◽  
Autism Spectrum ◽  
Explanatory Model ◽  
Spectrum Disorder ◽  
Insecure Attachment ◽  
Attachment Figure ◽  
Child Attachment ◽  
Parent Child

The first bond formed between a child and his parent, generally his main attachment figure, remains essential for the development of the child’s autonomy. While around 1% of the world’s population is diagnosed with autism spectrum disorder (ASD; Fédération québécoise de l’autisme, 2019), some factors are said to negatively influence the development of the attachment between children with ASD and their parents, explaining why they seem more likely to develop an insecure attachment style (Oppenheim et al., 2012). An explanatory model has been proposed by Lapointe (2017), which suggests that certain factors, such as social communication deficits, associated disorders, and parental stress, could have a moderating effect on the relation between the quality of the attachment and the autistic symptoms. The following article proposes an enhancement of this theoretical model by considering a possible bidirectional link between siblings and parental stress. Keywords: parent-child attachment, insecure attachment style, autism spectrum disorder, parental stress in autism spectrum disorder, siblings of autistic children

scholarly journals The thorn in the dyad: A vision on parent-child relationship in autism spectrum disorder

2018 ◽  
Vol 14 (3) ◽  
pp. 695-709 ◽  
Author(s):  
Teresa Del Bianco ◽  
Yagmur Ozturk ◽  
Ilaria Basadonne ◽  
Noemi Mazzoni ◽  
Paola Venuti
Keyword(s):  
Autism Spectrum Disorder ◽  
Parental Stress ◽  
Well Being ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parent Child Relationship ◽  
Communication Impairment ◽  
Child Relationship ◽  
Parents And Children ◽  
Parent Child

Parents and children form a family: their characteristics balance personal and family well-being with healthy levels of stress. Research on parents of children with Autism Spectrum Disorder (ASD) demonstrated that higher levels of parental stress are associated with communication impairment, a core symptom of ASD. The aim of this article is to discuss the connection between non-verbal communication impairment and parental psychological distress, in families with children with ASD. The interaction between atypical communication and distress of parents likely determines a cascade effect on the parent-child dyad; in fact, it decreases the quality and frequency of interactions, preventing the establishment of a healthy parent-child relationship and leading to a series of collateral problems. To this perspective, guiding the parents to reframe their children’s atypical communicative behaviour can relieve parental stress and re-program the interactional routine. This observation stresses the importance of interventions centred on the dyad, especially during early development and soon after the diagnosis, when the communicative impairment may be extremely severe.

Profiles and Correlates of Parent–Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder

2018 ◽  
Vol 48 (6) ◽  
pp. 2023-2037 ◽  
Author(s):  
Catherine A. Burrows ◽  
Lauren V. Usher ◽  
Emily M. Becker-Haimes ◽  
Camilla M. McMahon ◽  
Peter C. Mundy ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Anxiety ◽  
Autism Spectrum ◽  
Anxiety Symptoms ◽  
Spectrum Disorder ◽  
Parent Child

Effect of a Two-Caregiver-Mediated, Occupation-Centered Intervention for a Family With a Toddler With Autism Spectrum Disorder

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515297p1-7512515297p1
Author(s):  
Abigail M. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Parental Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Young Children With Autism ◽  
Coaching Approach ◽  
Primary Author

Abstract Date Presented 04/13/21 Because of the key role parenting plays in a child's development, parent-mediated interventions that train one parent are a common approach to intervention for young children with autism spectrum disorder (ASD). However, this approach has resulted in mixed findings and may lead to increased parental stress. The purpose of this study was to examine whether a two-parent occupation-centered intervention using a coaching approach improved the quality of social interactions of a family with a toddler with ASD. Primary Author and Speaker: Abigail M. Carroll Contributing Authors: Emily Anderson, Lindsey Hatton, Mary Ferarro, Elyse C. Kelly, Katherine E. Schlager, Amanda Shea, and Kerianne Watlington

Mindfulness-Based Interventions and Parent-Child Relationship in Parents of Children With Autism Spectrum Disorder

2022 ◽  
pp. 110-126
Author(s):  
Kamlam Gopalkrishnan Iyer
Keyword(s):  
Autism Spectrum Disorder ◽  
Indian Subcontinent ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Age Group ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Relationship Importance ◽  
Parent Child

Mindfulness has been noticed in the domain of psychology and neuroscience for the last two decades. With the plethora of studies based on interventional benefits of mindfulness-based techniques in various populations, the present review assesses if parent-child relationship studies effectively use mindfulness-based interventions on parents of children with autism spectrum disorder (ASD). The children are in the age group of below 5 years. The aspects of ASD, mindfulness techniques, and parent-child relationship importance are explored, albeit briefly. One study could be reviewed and was assessed for its treatment fidelity. The conclusion was based on the need to conduct more mindfulness-based intervention studies for the parent population of children in the younger ages and with ASD. This review recommends such replication of studies on the parents of the Indian subcontinent as well.

Autism spectrum disorder

2015 ◽  
pp. 139-148 ◽  
Author(s):  
Martin Brüne
Keyword(s):  
Autism Spectrum Disorder ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Insecure Attachment ◽  
Life History Strategies ◽  
Empirical Testing ◽  
Neuron System ◽  
Stereotyped Behaviours

Autism spectrum disorder (ASD) is characterized by social communication deficits, impaired social interaction, and restricted and stereotyped behaviours and interests. The typical onset is during early childhood. Behaviourally, people with ASD have difficulties in tolerating proximity. Insecure attachment is frequently observed. At the cognitive level, people with ASD have selective difficulties in mentalizing or ‘theory of mind’, possibly related to a dysfunctional mirror neuron system and alterations of the oxytocin system. Conversely, many with ASD (particularly those formerly diagnosed with Asperger’s syndrome) have superior technical skills. It has been hypothesized that the brains of individuals with ASD are skewed to maleness, possibly linked to genomic imprinting of paternal genes. The preservation of genes that predispose to ASD may have undergone sexual selection fostering ‘slow’ life-history strategies. None of the evolutionary hypotheses on ASD is conclusive so far, but open to empirical testing.

scholarly journals Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder

Autism ◽  
2020 ◽  
Vol 24 (8) ◽  
pp. 2129-2141
Author(s):  
Kathy Leadbitter ◽  
Wendy Macdonald ◽  
Carol Taylor ◽  
Karen Leneh Buckle ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Quality Of Life ◽  
Parent Child Communication ◽  
Young Children With Autism ◽  
Parent Child

Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.

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