Dépouillements

Inter-trial coherence of medial frontal theta oscillations linked to differential feedback processing in youth and young adults with autism / Stefon VAN NOORDT in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.1-10 Titre : Inter-trial coherence of medial frontal theta oscillations linked to differential feedback processing in youth and young adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stefon VAN NOORDT, Auteur ; Jia WU, Auteur ; Archana VENKATARAMAN, Auteur ; Michael J. LARSON, Auteur ; Mikle SOUTH, Auteur ; Michael J. CROWLEY, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders (ASD)  Reward processing  Theta oscillations  Event-related spectral analysis  Inter-trial phase coherence Index. décimale : PER Périodiques Résumé : Impairment in prediction and appreciation for choice outcomes could contribute to several core symptoms of ASD. We examined electroencephalography (EEG) oscillations in 27 youth and young adults diagnosed with autism spectrum disorder (ASD) and 22 IQ-matched neurotypical controls while they performed a chance-based reward prediction task. We re-analyzed our previously published ERP data (Larson et al., 2011) and examined theta band oscillations (4–8 Hz) at frontal midline sites, within a timing window that overlaps with the feedback-related negativity (FRN). We focused on event-related changes after presentation of feedback for reward (WIN) and punitive (LOSE) outcomes, both for spectral power and inter-trial phase coherence. Results In our reward prediction task, for both groups, medial frontal theta power and phase coherence were greater following LOSE compared to WIN feedback. However, compared to controls, inter-trial coherence of medial frontal theta was significantly lower overall (across both feedback types) for individuals with ASD. Our results indicate that while individuals with ASD are sensitive to the valence of reward feedback, comparable to their neurotypical peers, they have reduced synchronization of medial frontal theta activity during feedback processing. This finding is consistent with previous studies showing neural variability in ASD and suggest that the processes underlying decision-making and reinforcement learning may be atypical and less efficient in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Inter-trial coherence of medial frontal theta oscillations linked to differential feedback processing in youth and young adults with autism [Texte imprimé et/ou numérique] / Stefon VAN NOORDT, Auteur ; Jia WU, Auteur ; Archana VENKATARAMAN, Auteur ; Michael J. LARSON, Auteur ; Mikle SOUTH, Auteur ; Michael J. CROWLEY, Auteur . - p.1-10. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.1-10 Mots-clés : Autism spectrum disorders (ASD)  Reward processing  Theta oscillations  Event-related spectral analysis  Inter-trial phase coherence Index. décimale : PER Périodiques Résumé : Impairment in prediction and appreciation for choice outcomes could contribute to several core symptoms of ASD. We examined electroencephalography (EEG) oscillations in 27 youth and young adults diagnosed with autism spectrum disorder (ASD) and 22 IQ-matched neurotypical controls while they performed a chance-based reward prediction task. We re-analyzed our previously published ERP data (Larson et al., 2011) and examined theta band oscillations (4–8 Hz) at frontal midline sites, within a timing window that overlaps with the feedback-related negativity (FRN). We focused on event-related changes after presentation of feedback for reward (WIN) and punitive (LOSE) outcomes, both for spectral power and inter-trial phase coherence. Results In our reward prediction task, for both groups, medial frontal theta power and phase coherence were greater following LOSE compared to WIN feedback. However, compared to controls, inter-trial coherence of medial frontal theta was significantly lower overall (across both feedback types) for individuals with ASD. Our results indicate that while individuals with ASD are sensitive to the valence of reward feedback, comparable to their neurotypical peers, they have reduced synchronization of medial frontal theta activity during feedback processing. This finding is consistent with previous studies showing neural variability in ASD and suggest that the processes underlying decision-making and reinforcement learning may be atypical and less efficient in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Utility of the CBCL DSM-oriented scales in assessing emotional disorders in youth with autism / Caroline I. MAGYAR in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.11-20 Titre : Utility of the CBCL DSM-oriented scales in assessing emotional disorders in youth with autism Type de document : Texte imprimé et/ou numérique Auteurs : Caroline I. MAGYAR, Auteur ; Vincent PANDOLFI, Auteur Article en page(s) : p.11-20 Langues : Anglais (eng) Mots-clés : Autism  Assessment  Anxiety  Depression  CBCL  Emotional disorders  DSM Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder (ASD) are at risk for one or more emotional disorders (ED) including depressive and anxiety conditions. DSM-5 diagnostic guidelines indicate that co-occurring ED must be specified when present. While ED may be evaluated for during initial diagnostic assessment, routine monitoring and screening is needed to identify emerging ED in later childhood and adolescence, a period of high risk. Confirmatory factor analysis, convergent and divergent validity analyses, criterion-related validity, and diagnostic accuracy analyses of the CBCL's Affective Problems and Anxiety Problems DSM-oriented scales was completed on 93 well-characterized youth, ages 6 to 18 years with ASD (6:1 M:F), with and without intellectual impairment. These youth were from predominately white, middle-class backgrounds. Results Each scale measured a single construct reliably (depressive and anxiety disorders), neither scale measured symptoms of ASD, and youth with a depressive disorder had other ED co-morbidities. Findings demonstrate the DSM-Oriented Affective and Anxiety Problem Scales can be used to screen for depression and anxiety in youth with ASD. Replication is needed with various subgroups representing gender, age, developmental level, autism, and mental health severity differences and with groups across a broader set of demographics. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Utility of the CBCL DSM-oriented scales in assessing emotional disorders in youth with autism [Texte imprimé et/ou numérique] / Caroline I. MAGYAR, Auteur ; Vincent PANDOLFI, Auteur . - p.11-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.11-20 Mots-clés : Autism  Assessment  Anxiety  Depression  CBCL  Emotional disorders  DSM Index. décimale : PER Périodiques Résumé : Youth with autism spectrum disorder (ASD) are at risk for one or more emotional disorders (ED) including depressive and anxiety conditions. DSM-5 diagnostic guidelines indicate that co-occurring ED must be specified when present. While ED may be evaluated for during initial diagnostic assessment, routine monitoring and screening is needed to identify emerging ED in later childhood and adolescence, a period of high risk. Confirmatory factor analysis, convergent and divergent validity analyses, criterion-related validity, and diagnostic accuracy analyses of the CBCL's Affective Problems and Anxiety Problems DSM-oriented scales was completed on 93 well-characterized youth, ages 6 to 18 years with ASD (6:1 M:F), with and without intellectual impairment. These youth were from predominately white, middle-class backgrounds. Results Each scale measured a single construct reliably (depressive and anxiety disorders), neither scale measured symptoms of ASD, and youth with a depressive disorder had other ED co-morbidities. Findings demonstrate the DSM-Oriented Affective and Anxiety Problem Scales can be used to screen for depression and anxiety in youth with ASD. Replication is needed with various subgroups representing gender, age, developmental level, autism, and mental health severity differences and with groups across a broader set of demographics. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Do children with ASD have difficulty handwriting under time pressure? / N. GRACE in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.21-30 Titre : Do children with ASD have difficulty handwriting under time pressure? Type de document : Texte imprimé et/ou numérique Auteurs : N. GRACE, Auteur ; Nicole J. RINEHART, Auteur ; P. G. ENTICOTT, Auteur ; Beth P. JOHNSON, Auteur Article en page(s) : p.21-30 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Handwriting  Motor impairment  Motor functioning  Developmental disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often experience significant handwriting impairment, however the influence of time pressure on overall performance is unclear. The aim of the current study was to characterise the handwriting profile of children with ASD across both non-speeded and speeded conditions, with particular focus given to spacing difficulties and handwriting errors. A further aim was to explore the relationships between handwriting and both intellectual and motor skills under different task conditions. Boys with ASD (n = 23) and matched controls (n = 20) aged 8–12 years completed a modified version of the speed subtest of the Handwriting Performance Test, which allowed for both an ecologically valid and relatively simple motoric task. Participants wrote a simple phrase (cat and dog) five times in each condition. Results No significant group differences were identified for handwriting errors or spacing between words in either condition, however the ASD group demonstrated greater variability relative to controls, particularly in the speeded condition. Significant negative associations were identified between motor proficiency and handwriting errors in the non-speeded condition. While motor processes are shown to have a significant role in overall handwriting proficiency, it appears that motor ability may influence the handwriting process to different degrees, depending on the nature of the task employed. A lack of group differences with respect to handwriting errors and spacing between words may suggest that children with ASD have the ability to compensate for underlying motor impairment when completing a well-practiced writing task. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Do children with ASD have difficulty handwriting under time pressure? [Texte imprimé et/ou numérique] / N. GRACE, Auteur ; Nicole J. RINEHART, Auteur ; P. G. ENTICOTT, Auteur ; Beth P. JOHNSON, Auteur . - p.21-30. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.21-30 Mots-clés : Autism spectrum disorder  Handwriting  Motor impairment  Motor functioning  Developmental disorder Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often experience significant handwriting impairment, however the influence of time pressure on overall performance is unclear. The aim of the current study was to characterise the handwriting profile of children with ASD across both non-speeded and speeded conditions, with particular focus given to spacing difficulties and handwriting errors. A further aim was to explore the relationships between handwriting and both intellectual and motor skills under different task conditions. Boys with ASD (n = 23) and matched controls (n = 20) aged 8–12 years completed a modified version of the speed subtest of the Handwriting Performance Test, which allowed for both an ecologically valid and relatively simple motoric task. Participants wrote a simple phrase (cat and dog) five times in each condition. Results No significant group differences were identified for handwriting errors or spacing between words in either condition, however the ASD group demonstrated greater variability relative to controls, particularly in the speeded condition. Significant negative associations were identified between motor proficiency and handwriting errors in the non-speeded condition. While motor processes are shown to have a significant role in overall handwriting proficiency, it appears that motor ability may influence the handwriting process to different degrees, depending on the nature of the task employed. A lack of group differences with respect to handwriting errors and spacing between words may suggest that children with ASD have the ability to compensate for underlying motor impairment when completing a well-practiced writing task. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Knowing me, knowing you: Self defining memories in adolescents with and without an autism spectrum disorder / Lorna GODDARD in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.31-40 Titre : Knowing me, knowing you: Self defining memories in adolescents with and without an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Hollie O’DOWDA, Auteur ; Linda PRING, Auteur Article en page(s) : p.31-40 Langues : Anglais (eng) Mots-clés : Self-defining memories  Self-esteem  Adolescence  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory plays a key role in self-understanding and psychological health. While deficits in autobiographical memory are well-established in autism, few studies have focused on adolescence; a critical period for the developing self and self-esteem. 16 adolescents with an autism spectrum disorder (ASD) and 16 typically developing adolescent controls matched for IQ and gender, were asked to provide three self-defining and three everyday memories. Participants rated their memories for emotional intensity, visual perspective and the extent to which they were self-revealing. Memories were independently rated as self-defining or everyday experiences, and according to their valence and theme. Self-esteem and depressed mood were further assessed with self-report questionnaires. Results There were no group differences in the ability to recognise self-defining memories as assessed by independent reports. Both groups also reported their self-defining memories to be more intense than their everyday memories. However adolescents with ASD, in contrast to non-ASD controls, reported self-defining memories to reveal less about them than everyday memories. Relative to controls, they retrieved fewer memories with an achievement theme and more memories with a recreational theme. The control group showed a bias towards retrieving positive rather than negative self-defining memories but the ASD group showed no such tendency. Self-esteem, but not mood was poorer in the ASD group and self-esteem was related to the retrieval of negative self-defining memories. Adolescents with ASD exhibit an instable self-representation; they recognise the types of past experiences that define them but feel weak connections with these memories. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Knowing me, knowing you: Self defining memories in adolescents with and without an autism spectrum disorder [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Hollie O’DOWDA, Auteur ; Linda PRING, Auteur . - p.31-40. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.31-40 Mots-clés : Self-defining memories  Self-esteem  Adolescence  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory plays a key role in self-understanding and psychological health. While deficits in autobiographical memory are well-established in autism, few studies have focused on adolescence; a critical period for the developing self and self-esteem. 16 adolescents with an autism spectrum disorder (ASD) and 16 typically developing adolescent controls matched for IQ and gender, were asked to provide three self-defining and three everyday memories. Participants rated their memories for emotional intensity, visual perspective and the extent to which they were self-revealing. Memories were independently rated as self-defining or everyday experiences, and according to their valence and theme. Self-esteem and depressed mood were further assessed with self-report questionnaires. Results There were no group differences in the ability to recognise self-defining memories as assessed by independent reports. Both groups also reported their self-defining memories to be more intense than their everyday memories. However adolescents with ASD, in contrast to non-ASD controls, reported self-defining memories to reveal less about them than everyday memories. Relative to controls, they retrieved fewer memories with an achievement theme and more memories with a recreational theme. The control group showed a bias towards retrieving positive rather than negative self-defining memories but the ASD group showed no such tendency. Self-esteem, but not mood was poorer in the ASD group and self-esteem was related to the retrieval of negative self-defining memories. Adolescents with ASD exhibit an instable self-representation; they recognise the types of past experiences that define them but feel weak connections with these memories. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Titre : Predictors of decoding for children with autism spectrum disorder in comparison to their peers Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.41-48 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Predictors of decoding for children with autism spectrum disorder in comparison to their peers [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.41-48. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

A systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60 Titre : A systematic review of weighted vests with individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur Article en page(s) : p.49-60 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Weighted vests  Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] A systematic review of weighted vests with individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur . - p.49-60. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60 Mots-clés : Autism spectrum disorder  ASD  Weighted vests  Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Contributors to well-being and stress in parents of children with autism spectrum disorder / Andreia P. COSTA in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.61-72 Titre : Contributors to well-being and stress in parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andreia P. COSTA, Auteur ; Georges STEFFGEN, Auteur ; Dieter FERRING, Auteur Article en page(s) : p.61-72 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Well-being  Stress  Perceptual constructs  Reappraisal Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) present more well-being and stress problems than parents of typically developing (TD) children. However not all parents present these problems. These problems can be due to a dynamic interaction between environmental antecedents, person antecedents, and mediating processes. Understanding how these factors separately contribute to explain parents’ well-being and stress can have implications for intervention programs. The aim of this study was to explain parents’ subjective well-being and physiological stress by considering whether they had a child with ASD or not and their child’s negativity (environmental antecedents), their perception of their child’s problems (person antecedents), and their use of reappraisal (mediating processes). Thirty-seven parents of children with ASD and 41 parents of TD children reported their subjective well-being and their physiological stress was assessed. Additionally, children’s negativity was observed, parents rated their perception of their child’s problems (autistic traits, emotion regulation ability, and lability/negativity), and parents reported their use of reappraisal. Results Compared to parents of TD children, parents of children with ASD reported having lower subjective well-being and had increased physiological stress. Parents’ perceptions of children’s lability/negativity and parents’ use of reappraisal were better predictors of parents’ subjective well-being than ASD and parents’ perceptions of children’s lability/negativity contributed to parents’ physiological stress as much as ASD. Prevention and intervention programs targeting parental well-being and stress will benefit from working with parents at the level of perceptual constructs and reappraisal ability. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Contributors to well-being and stress in parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Andreia P. COSTA, Auteur ; Georges STEFFGEN, Auteur ; Dieter FERRING, Auteur . - p.61-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.61-72 Mots-clés : Autism spectrum disorder  Well-being  Stress  Perceptual constructs  Reappraisal Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) present more well-being and stress problems than parents of typically developing (TD) children. However not all parents present these problems. These problems can be due to a dynamic interaction between environmental antecedents, person antecedents, and mediating processes. Understanding how these factors separately contribute to explain parents’ well-being and stress can have implications for intervention programs. The aim of this study was to explain parents’ subjective well-being and physiological stress by considering whether they had a child with ASD or not and their child’s negativity (environmental antecedents), their perception of their child’s problems (person antecedents), and their use of reappraisal (mediating processes). Thirty-seven parents of children with ASD and 41 parents of TD children reported their subjective well-being and their physiological stress was assessed. Additionally, children’s negativity was observed, parents rated their perception of their child’s problems (autistic traits, emotion regulation ability, and lability/negativity), and parents reported their use of reappraisal. Results Compared to parents of TD children, parents of children with ASD reported having lower subjective well-being and had increased physiological stress. Parents’ perceptions of children’s lability/negativity and parents’ use of reappraisal were better predictors of parents’ subjective well-being than ASD and parents’ perceptions of children’s lability/negativity contributed to parents’ physiological stress as much as ASD. Prevention and intervention programs targeting parental well-being and stress will benefit from working with parents at the level of perceptual constructs and reappraisal ability. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305