Emotion Dysregulation and the Core Features of Autism Spectrum Disorder / Andrea C. SAMSON in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1766-1772 Titre : Emotion Dysregulation and the Core Features of Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andrea C. SAMSON, Auteur ; Jennifer M. PHILLIPS, Auteur ; Karen J. PARKER, Auteur ; Shweta SHAH, Auteur ; James J. GROSS, Auteur ; Antonio Y. HARDAN, Auteur Article en page(s) : p.1766-1772 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Core features  Emotion regulation  Restricted/repetitive behaviors  Social/communication deficits  Sensory abnormalities Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relationship between emotion dysregulation and the core features of Autism Spectrum Disorder (ASD), which include social/communication deficits, restricted/repetitive behaviors, and sensory abnormalities. An 18-item Emotion Dysregulation Index was developed on the basis of expert ratings of the Child Behavior Checklist. Compared to typically developing controls, children and adolescents with ASD showed more emotion dysregulation and had significantly greater symptom severity on all scales. Within ASD participants, emotion dysregulation was related to all core features of the disorder, but the strongest association was with repetitive behaviors. These findings may facilitate the development of more effective therapeutic strategies targeting emotion dysregulation in order to optimize long-term outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-2022-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Emotion Dysregulation and the Core Features of Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Andrea C. SAMSON, Auteur ; Jennifer M. PHILLIPS, Auteur ; Karen J. PARKER, Auteur ; Shweta SHAH, Auteur ; James J. GROSS, Auteur ; Antonio Y. HARDAN, Auteur . - p.1766-1772. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1766-1772 Mots-clés : Autism Spectrum Disorder  Core features  Emotion regulation  Restricted/repetitive behaviors  Social/communication deficits  Sensory abnormalities Index. décimale : PER Périodiques Résumé : The aim of this study was to examine the relationship between emotion dysregulation and the core features of Autism Spectrum Disorder (ASD), which include social/communication deficits, restricted/repetitive behaviors, and sensory abnormalities. An 18-item Emotion Dysregulation Index was developed on the basis of expert ratings of the Child Behavior Checklist. Compared to typically developing controls, children and adolescents with ASD showed more emotion dysregulation and had significantly greater symptom severity on all scales. Within ASD participants, emotion dysregulation was related to all core features of the disorder, but the strongest association was with repetitive behaviors. These findings may facilitate the development of more effective therapeutic strategies targeting emotion dysregulation in order to optimize long-term outcomes for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-2022-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries / Andrea C. SAMSON in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.903-913 Titre : Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries Type de document : Texte imprimé et/ou numérique Auteurs : Andrea C. SAMSON, Auteur ; Whitney M. WELLS, Auteur ; Jennifer M. PHILLIPS, Auteur ; Antonio Y. HARDAN, Auteur ; James J. GROSS, Auteur Article en page(s) : p.903-913 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  core features  emotion regulation  restricted and repetitive behaviors  social/communication deficits Index. décimale : PER Périodiques Résumé : Background Although emotion dysregulation is not a defining feature of Autism Spectrum Disorder (ASD), there is a growing consensus that emotional problems play a prominent role in this disorder. Methods The present study examined a wide range of emotion regulation (ER) strategies in 32 individuals with ASD compared to 31 group-matched typically developing (TD) participants in three emotional domains (anger, anxiety, and amusement). Parents of individuals with ASD and TD individuals were interviewed about their child's emotional experience and the use and efficacy of 10 ER strategies. In addition, participants filled out daily diaries on experience and regulation in the same emotional domains. Results Compared to TD individuals, parents reported that individuals with ASD experienced more anger and anxiety and less amusement, made less frequent use of a variety of adaptive ER strategies (e.g. problem solving, cognitive reappraisal), and made more frequent use of maladaptive strategies (e.g. repetitive behavior). Moreover, individuals with ASD were less effective at utilizing adaptive ER strategies. Self-reports showed differences in experience of amusement and in ER strategies for anger and anxiety, but not in experience of anger and anxiety. Conclusions This study provides evidence that individuals with ASD less frequently use adaptive – but more frequently use maladaptive – ER strategies. Implications for ASD treatments that focus on increasing the use of adaptive strategies are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Emotion regulation in autism spectrum disorder: evidence from parent interviews and children's daily diaries [Texte imprimé et/ou numérique] / Andrea C. SAMSON, Auteur ; Whitney M. WELLS, Auteur ; Jennifer M. PHILLIPS, Auteur ; Antonio Y. HARDAN, Auteur ; James J. GROSS, Auteur . - p.903-913. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.903-913 Mots-clés : Autism Spectrum Disorder  core features  emotion regulation  restricted and repetitive behaviors  social/communication deficits Index. décimale : PER Périodiques Résumé : Background Although emotion dysregulation is not a defining feature of Autism Spectrum Disorder (ASD), there is a growing consensus that emotional problems play a prominent role in this disorder. Methods The present study examined a wide range of emotion regulation (ER) strategies in 32 individuals with ASD compared to 31 group-matched typically developing (TD) participants in three emotional domains (anger, anxiety, and amusement). Parents of individuals with ASD and TD individuals were interviewed about their child's emotional experience and the use and efficacy of 10 ER strategies. In addition, participants filled out daily diaries on experience and regulation in the same emotional domains. Results Compared to TD individuals, parents reported that individuals with ASD experienced more anger and anxiety and less amusement, made less frequent use of a variety of adaptive ER strategies (e.g. problem solving, cognitive reappraisal), and made more frequent use of maladaptive strategies (e.g. repetitive behavior). Moreover, individuals with ASD were less effective at utilizing adaptive ER strategies. Self-reports showed differences in experience of amusement and in ER strategies for anger and anxiety, but not in experience of anger and anxiety. Conclusions This study provides evidence that individuals with ASD less frequently use adaptive – but more frequently use maladaptive – ER strategies. Implications for ASD treatments that focus on increasing the use of adaptive strategies are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.12370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Emotion Regulation in Children and Adolescents With Autism Spectrum Disorder / Andrea C. SAMSON in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.9-18 Titre : Emotion Regulation in Children and Adolescents With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andrea C. SAMSON, Auteur ; Antonio Y. HARDAN, Auteur ; Rebecca W. PODELL, Auteur ; Jennifer M. PHILLIPS, Auteur ; James J. GROSS, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  emotional reactivity  emotion regulation  cognitive reappraisal  suppression Index. décimale : PER Périodiques Résumé : Emotion dysregulation is not a formal criterion for the diagnosis of autism spectrum disorder (ASD). However, parents and clinicians have long noted the importance of emotional problems in individuals with ASD (e.g. tantrums and “meltdowns”). In this study, 21 high-functioning children and adolescents with ASD and 22 age and gender group-matched typically developing (TD) controls completed a Reactivity and Regulation Situation Task. This task assesses emotional reactivity and spontaneous use of emotion regulation strategies (problem solving, cognitive reappraisal, avoidance, distraction, venting, suppression, and relaxation) in the context of age-appropriate ambiguous and potentially threatening negative scenarios. After the concept of cognitive reappraisal was explained, the scenarios were presented again to participants, and they were prompted to use this strategy. Results indicated that individuals with ASD exhibited the same level of reactivity to negative stimuli as TD participants. Furthermore, youth with ASD had a different emotion regulation profile than TD individuals, characterized by a less frequent use of cognitive reappraisal and more frequent use of suppression. When prompted to use cognitive reappraisal, participants with ASD were less able to implement reappraisal, but benefitted from this strategy when they were able to generate a reappraisal. Findings from this study suggest that cognitive reappraisal strategies may be useful to children and adolescents with ASD. Therefore, the development of treatment programs that focus on enhancing the use of adaptive forms of emotion regulation might decrease emotional problems and optimize long-term outcomes in youth with ASD. En ligne : http://dx.doi.org/10.1002/aur.1387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Emotion Regulation in Children and Adolescents With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Andrea C. SAMSON, Auteur ; Antonio Y. HARDAN, Auteur ; Rebecca W. PODELL, Auteur ; Jennifer M. PHILLIPS, Auteur ; James J. GROSS, Auteur . - p.9-18. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.9-18 Mots-clés : autism spectrum disorder  emotional reactivity  emotion regulation  cognitive reappraisal  suppression Index. décimale : PER Périodiques Résumé : Emotion dysregulation is not a formal criterion for the diagnosis of autism spectrum disorder (ASD). However, parents and clinicians have long noted the importance of emotional problems in individuals with ASD (e.g. tantrums and “meltdowns”). In this study, 21 high-functioning children and adolescents with ASD and 22 age and gender group-matched typically developing (TD) controls completed a Reactivity and Regulation Situation Task. This task assesses emotional reactivity and spontaneous use of emotion regulation strategies (problem solving, cognitive reappraisal, avoidance, distraction, venting, suppression, and relaxation) in the context of age-appropriate ambiguous and potentially threatening negative scenarios. After the concept of cognitive reappraisal was explained, the scenarios were presented again to participants, and they were prompted to use this strategy. Results indicated that individuals with ASD exhibited the same level of reactivity to negative stimuli as TD participants. Furthermore, youth with ASD had a different emotion regulation profile than TD individuals, characterized by a less frequent use of cognitive reappraisal and more frequent use of suppression. When prompted to use cognitive reappraisal, participants with ASD were less able to implement reappraisal, but benefitted from this strategy when they were able to generate a reappraisal. Findings from this study suggest that cognitive reappraisal strategies may be useful to children and adolescents with ASD. Therefore, the development of treatment programs that focus on enhancing the use of adaptive forms of emotion regulation might decrease emotional problems and optimize long-term outcomes in youth with ASD. En ligne : http://dx.doi.org/10.1002/aur.1387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation / Andrea C. SAMSON in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3424-3432 Titre : Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation Type de document : Texte imprimé et/ou numérique Auteurs : Andrea C. SAMSON, Auteur ; Antonio Y. HARDAN, Auteur ; Ihno A. LEE, Auteur ; Jennifer M. PHILLIPS, Auteur ; James J. GROSS, Auteur Article en page(s) : p.3424-3432 Langues : Anglais (eng) Mots-clés : ASD  Emotion regulation  Maladaptive behavior  Emotion experience  Mediation Index. décimale : PER Périodiques Résumé : Maladaptive behavior is common in Autism Spectrum Disorder (ASD). However, the factors that give rise to maladaptive behavior in this context are not well understood. The present study examined the role of emotion experience and emotion regulation in maladaptive behavior in individuals with ASD and typically developing (TD) participants. Thirty-one individuals with ASD and 28 TD participants and their parents completed questionnaires assessing emotion experience, regulation, and maladaptive behavior. Compared to TD participants, individuals with ASD used cognitive reappraisal less frequently, which was associated with increased negative emotion experience, which in turn was related to greater levels of maladaptive behavior. By decreasing negative emotions, treatments targeting adaptive emotion regulation may therefore reduce maladaptive behaviors in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2388-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation [Texte imprimé et/ou numérique] / Andrea C. SAMSON, Auteur ; Antonio Y. HARDAN, Auteur ; Ihno A. LEE, Auteur ; Jennifer M. PHILLIPS, Auteur ; James J. GROSS, Auteur . - p.3424-3432. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3424-3432 Mots-clés : ASD  Emotion regulation  Maladaptive behavior  Emotion experience  Mediation Index. décimale : PER Périodiques Résumé : Maladaptive behavior is common in Autism Spectrum Disorder (ASD). However, the factors that give rise to maladaptive behavior in this context are not well understood. The present study examined the role of emotion experience and emotion regulation in maladaptive behavior in individuals with ASD and typically developing (TD) participants. Thirty-one individuals with ASD and 28 TD participants and their parents completed questionnaires assessing emotion experience, regulation, and maladaptive behavior. Compared to TD participants, individuals with ASD used cognitive reappraisal less frequently, which was associated with increased negative emotion experience, which in turn was related to greater levels of maladaptive behavior. By decreasing negative emotions, treatments targeting adaptive emotion regulation may therefore reduce maladaptive behaviors in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2388-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training / Jane SHKEL in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Titre : A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training Type de document : Texte imprimé et/ou numérique Auteurs : Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur Article en page(s) : p.1215-1228 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training [Texte imprimé et/ou numérique] / Jane SHKEL, Auteur ; Alicia GENG, Auteur ; Elise PILCHAK, Auteur ; Maria Estefania MILLAN, Auteur ; Jessica M. SCHWARTZMAN, Auteur ; Rachel SCHUCK, Auteur ; Maria Victoria BUNDANG, Auteur ; Agatha BARNOWSKI, Auteur ; Devon M. SLAP, Auteur ; Sydney STRATFORD, Auteur ; Antonio Y. HARDAN, Auteur ; Jennifer M. PHILLIPS, Auteur ; Grace W. GENGOUX, Auteur . - p.1215-1228. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1215-1228 Index. décimale : PER Périodiques Résumé : Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response. En ligne : https://doi.org/10.1007/s10803-024-06302-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation / Grace W. GENGOUX in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Permalink

Twins with KBG Syndrome and Autism / Mina HAH in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Permalink

---

1 (1 - 7 / 7)