Emotion regulation in the context of frustration in children with high functioning autism and their typical peers / Laudan B. JAHROMI in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Titre : Emotion regulation in the context of frustration in children with high functioning autism and their typical peers Type de document : Texte imprimé et/ou numérique Auteurs : Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur Article en page(s) : p.1250-1258 Langues : Anglais (eng) Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] Emotion regulation in the context of frustration in children with high functioning autism and their typical peers [Texte imprimé et/ou numérique] / Laudan B. JAHROMI, Auteur ; Shantel E. MEEK, Auteur ; Sharman OBER-REYNOLDS, Auteur . - p.1250-1258. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1250-1258 Mots-clés : Autistic disorder  emotion regulation  emotional expression  coping strategies Index. décimale : PER Périodiques Résumé : Background: It is well accepted that emotion regulation difficulties are a serious concern for children with ASD, yet empirical studies of this construct are limited for this population. The present study describes group differences between high functioning children with autism and their typical peers in frustration and discrete coping strategies for emotion regulation. We also use sequential analyses to test differences in the efficacy of individual coping strategies at regulating children?s frustration. Methods: Subjects were 20 children with autism (M = 59 months) and 20 developmentally matched typically developing children (M = 50 months). Measures of children?s frustration (negative facial expressions and behaviors, negative vocalizations, resignation) and emotion regulation coping strategies were observationally coded from structured video recordings. Results: Children with autism displayed a higher intensity and duration of resignation, and the group difference became most pronounced when children worked alone during the parent-absent segment of the locked box task. Children with autism used significantly more avoidance and venting strategies, and fewer constructive strategies than typical children. Sequential analyses revealed that social support strategies (orienting and verbalizing to the experimenter) were ineffective for children with autism, while these behaviors, vocal venting, and distraction strategies were all effective for typically developing children. Conclusions: The results go beyond the recent literature by offering a rich description of children?s efforts to regulate their frustration when faced with challenge, and point to important contextual differences in the efficacy of children?s coping strategies. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02560.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Parent–child predictors of social competence with peers in children with and without autism / Shantel E. MEEK in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.815-823 Titre : Parent–child predictors of social competence with peers in children with and without autism Type de document : Texte imprimé et/ou numérique Auteurs : Shantel E. MEEK, Auteur ; Lauren T. ROBINSON, Auteur ; Laudan B. JAHROMI, Auteur Année de publication : 2012 Article en page(s) : p.815-823 Langues : Anglais (eng) Mots-clés : Autism  Joint engagement  Parent–child interaction  Social competence  Peer interaction Index. décimale : PER Périodiques Résumé : The current study investigated the relations among parent–child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint engagement initiations, global interactive behaviors with parents, and parents’ responsiveness, behavior regulation, and attention regulation. Children's social competence with peers was measured approximately one year later. Group differences were observed in child-initiated joint engagement, children's interactive behaviors in the parent–child context, and individual aspects of social competence. Child-initiated joint engagement with parents was positively related to social competence with peers overall, and with less exclusion by peers and hyperactive-distractible behaviors with peers, in particular. In addition, parent attention regulation emerged as the most salient predictor of children's behaviors within the parent–child context. Findings are discussed with respect to implications for future research and intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Parent–child predictors of social competence with peers in children with and without autism [Texte imprimé et/ou numérique] / Shantel E. MEEK, Auteur ; Lauren T. ROBINSON, Auteur ; Laudan B. JAHROMI, Auteur . - 2012 . - p.815-823. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.815-823 Mots-clés : Autism  Joint engagement  Parent–child interaction  Social competence  Peer interaction Index. décimale : PER Périodiques Résumé : The current study investigated the relations among parent–child joint engagement, dyadic interactive behaviors, and children's subsequent social competence with peers. Participants were 40 children (20 children with autism, and 20 developmentally-matched typical children) between the ages of 2.75 and 6.5 years. Observational coding was conducted to assess children's joint engagement initiations, global interactive behaviors with parents, and parents’ responsiveness, behavior regulation, and attention regulation. Children's social competence with peers was measured approximately one year later. Group differences were observed in child-initiated joint engagement, children's interactive behaviors in the parent–child context, and individual aspects of social competence. Child-initiated joint engagement with parents was positively related to social competence with peers overall, and with less exclusion by peers and hyperactive-distractible behaviors with peers, in particular. In addition, parent attention regulation emerged as the most salient predictor of children's behaviors within the parent–child context. Findings are discussed with respect to implications for future research and intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

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