Self-stigma and cognitive fusion in parents of children with autism spectrum disorder. The moderating role of self-compassion

Background Research shows that people with autism spectrum disorder and their families often experience social stigma. The internalization of social stigma can lead to the occurrence of self-stigma, understood as an internalized cognitive-affective self-directed and rigid process that results in individuals agreeing with stigmatizing opinions and applying them to themselves. Experiencing self-stigma can lead to a cognitive fusion with negative thoughts–especially those about oneself. Previous studies show that self-compassion reduces feelings of suffering, shame and self-stigma in a group of parents of children with autism spectrum disorder. The aim of this study was to test the relationship between self-stigma and cognitive fusion among parents of children with ASD. The moderating role of self-compassion as a protective factor was also verified. Methods The following questionnaires were used: Perceived Public Stigma Scale, Perceived Courtesy Stigma Scale, Self-Compassion Scale–Short Form, Cognitive Fusion Questionnaire, and Depression, Anxiety and Stress Scale. The study included 233 Polish parents of children with autism spectrum disorder (including 218 women). Results The results showed a positive correlation between fusion and both affiliate (r = 0.31, p < 0.001) and public stigma (r = 0.33, p < 0.001). Fusion and self-compassion were significant predictors of affiliate stigma. Self-compassion moderated the relationship between fusion and depression (β = −0.11, p < 0.05) and the relationship between fusion and stress (β = −0.11, p < 0.05). Cognitive fusion with negative beliefs about oneself can contribute to self-stigma. Defusion-oriented actions are an opportunity to distance oneself from emerging thoughts and eliminate their negative consequences. Self-compassion manifests itself in a compassionate and accepting attitude towards oneself and improves the individual’s well-being. Actions taken to strengthen the indicated factors could contribute to a better quality of life of parents of children with ASD.

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A systematic review and meta-analysis of studies on metaphor comprehension in individuals with autism spectrum disorder: Do task properties matter?

Applied Psycholinguistics ◽

10.1017/s0142716419000328 ◽

2019 ◽

Vol 40 (6) ◽

pp. 1421-1454 ◽

Cited By ~ 8

Author(s):

Tamar Kalandadze ◽

Valentina Bambini ◽

Kari-Anne B. Næss

Keyword(s):

Systematic Review ◽

Autism Spectrum Disorder ◽

Syntactic Structure ◽

Meta Analysis ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Response Format ◽

Metaphor Comprehension ◽

The Relationship

AbstractIndividuals with autism spectrum disorder (ASD) often experience difficulty in comprehending metaphors compared to individuals with typical development (TD). However, there is a large variation in the results across studies, possibly related to the properties of the metaphor tasks. This preregistered systematic review and meta-analysis (a) explored the properties of the metaphor tasks used in ASD research, and (b) investigated the group difference between individuals with ASD and TD on metaphor comprehension, as well as the relationship between the task properties and any between-study variation. A systematic search was undertaken in seven relevant databases. Fourteen studies fulfilled our predetermined inclusion criteria. Across tasks, we detected four types of response format and a great variety of metaphors in terms of familiarity, syntactic structure, and linguistic context. Individuals with TD outperformed individuals with ASD on metaphor comprehension (Hedges’ g = −0.63). Verbal explanation response format was utilized in the study showing the largest effect size in the group comparison. However, due to the sparse experimental manipulations, the role of task properties could not be established. Future studies should consider and report task properties to determine their role in metaphor comprehension, and to inform experimental paradigms as well as educational assessment.

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The mediating role of joint attention in the relationship between motor skills and receptive and expressive language in siblings at risk for autism spectrum disorder

Infant Behavior and Development ◽

10.1016/j.infbeh.2019.101377 ◽

2019 ◽

Vol 57 ◽

pp. 101377

Author(s):

E. Bruyneel ◽

E. Demurie ◽

P. Warreyn ◽

H. Roeyers

Keyword(s):

Autism Spectrum Disorder ◽

At Risk ◽

Joint Attention ◽

Motor Skills ◽

Expressive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Mediating Role ◽

The Relationship

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Receptive Language in Primary-School-Aged Children with Autism Spectrum Disorder.

Clinical Psychology and Special Education ◽

10.17759/cpse.2021100407 ◽

2021 ◽

Vol 10 (4) ◽

pp. 137-161

Author(s):

D.S. Pereverzeva ◽

U.A. Mamokhina ◽

E.Yu. Davydova ◽

A.A. Lopukhina ◽

V.G. Arutiunian ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Autistic Traits ◽

Children With Autism ◽

Receptive Language ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Verbal Intelligence ◽

School Aged Children ◽

Autistic Disorders ◽

The Relationship

The objective of the present study is to investigate the relationship between the receptive language, and the index of non-verbal intelligence and the level of severity of autistic disorders in primary-school-aged children with Autism spectrum disorder. One of the main areas influenced by autistic disorders is communication. Therefore, the study of the language abilities of such children and factors that affect them provides a better approach to the therapy and education. The sample included 50 children aged 7–11 years diagnosed with autism spectrum disorders. Children were tested using the KORABLIK method (basic linguistic skills), the Kaufman Assessment Battery for Children (KABC-II) or the Wechsler Intelligence Scale for Children ― Third Edition (WISC-III) (non-verbal intelligence), the Autism Diagnosis Observation Schedule ― Second Edition (ADOS-II) (autistic traits). The results support the hypothesis of the relationship between receptive language skills, the index of non-verbal intelligence, and symptoms of autism. The severity of autistic traits is negatively associated with some phonological and lexical levels of the receptive speech, as well as with understanding of discourse. The non-verbal intelligence index is positively associated with speech comprehension at all levels. A specific feature of receptive language in children with Autism spectrum disorder aged 7–11 years is the uneven development, which is associated with the severity of autistic traits and is not associated with the intelligence level.

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Hair Cortisol and Self-Injurious Behavior Among Children With Autism Spectrum Disorder

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-126.2.158 ◽

2021 ◽

Vol 126 (2) ◽

pp. 158-166

Author(s):

Andrea B. Courtemanche ◽

William R. Black ◽

Jerrold S. Meyer

Keyword(s):

Autism Spectrum Disorder ◽

Problem Behavior ◽

Physiological Stress ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Parent Ratings ◽

Hair Cortisol ◽

Hpa Axis Activity ◽

The Relationship

Abstract Elevated salivary cortisol levels have been documented in individuals who engage in self-injurious behavior (SIB), indicating acute physiological stress. Less is known about the chronicity of stress and SIB. We analyzed the relationship between parent ratings of problem behavior and hair cortisol concentrations (an index of chronic adrenocortical activity) in 23 children with autism spectrum disorder (ASD). Parent ratings of problem behavior were not significantly correlated with hair cortisol concentrations. When children were categorized into groups based on the frequency and severity of SIB, participants with the greatest frequency and severity of SIB had higher hair cortisol concentrations compared to children without SIB. Frequent and severe SIB may be associated with altered hypothalamic-pituitary-adrenal (HPA) axis activity in children with ASD.

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The role of caregiver speech in supporting language development in infants and toddlers with autism spectrum disorder

Development and Psychopathology ◽

10.1017/s0954579420000838 ◽

2020 ◽

Vol 32 (4) ◽

pp. 1230-1239 ◽

Cited By ~ 1

Author(s):

Meghan R. Swanson

Keyword(s):

Autism Spectrum Disorder ◽

Language Development ◽

Best Practice ◽

Intervention Studies ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Language Research ◽

Language Data

AbstractParents play an essential role in supporting child development by providing a safe home, proper nutrition, and rich educational opportunities. In this article we focus on the role of caregiver speech in supporting development of young children with autism spectrum disorder (ASD). We review studies from typically developing children and children with autism showing that rich and responsive caregiver speech supports language development. Autism intervention studies that target caregiver speech are reviewed as are recent scientific advances from studies of typical development. The strengths and weakness of different techniques for collecting language data from caregivers and children are reviewed, and natural language samples are recommended as best practice for language research in autism. We conclude that caregivers play a powerful role in shaping their children's development and encourage researchers to adapt parent-mediated intervention studies to acknowledge individual differences in parents by using a personalized medicine approach.

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