ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children / Beverly J. WILSON in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1347-1356 Titre : ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children Type de document : Texte imprimé et/ou numérique Auteurs : Beverly J. WILSON, Auteur ; Christen N. MANANGAN, Auteur ; Hayley DAUTERMAN, Auteur ; Heather N. DAVIS, Auteur Article en page(s) : p.1347-1356 Langues : Anglais (eng) Mots-clés : ASD  Autism  ADHD  Internalizing problems  Depression  Somatization Index. décimale : PER Périodiques Résumé : The current study sought to understand the relation between diagnostic status (autism spectrum disorders [ASD] versus typically developing) and internalizing problems in children with and without co-occurring attention deficit hyperactivity disorder (ADHD) symptoms. Participants were 88 children, ages 3:0–6:11, their parents and teachers. Findings indicated that ADHD symptoms moderated the relation between diagnostic status and depressive and somatic symptoms. High ADHD symptoms in children with ASD were associated with increased depressive and somatic symptoms compared to children with typical development. Findings suggest poor prognostic outcomes for children with ASD and co-occurring ADHD symptoms and highlight the need for early identification and targeted intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1995-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children [Texte imprimé et/ou numérique] / Beverly J. WILSON, Auteur ; Christen N. MANANGAN, Auteur ; Hayley DAUTERMAN, Auteur ; Heather N. DAVIS, Auteur . - p.1347-1356. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1347-1356 Mots-clés : ASD  Autism  ADHD  Internalizing problems  Depression  Somatization Index. décimale : PER Périodiques Résumé : The current study sought to understand the relation between diagnostic status (autism spectrum disorders [ASD] versus typically developing) and internalizing problems in children with and without co-occurring attention deficit hyperactivity disorder (ADHD) symptoms. Participants were 88 children, ages 3:0–6:11, their parents and teachers. Findings indicated that ADHD symptoms moderated the relation between diagnostic status and depressive and somatic symptoms. High ADHD symptoms in children with ASD were associated with increased depressive and somatic symptoms compared to children with typical development. Findings suggest poor prognostic outcomes for children with ASD and co-occurring ADHD symptoms and highlight the need for early identification and targeted intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1995-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Autism and externalizing behaviors: Buffering effects of parental emotion coaching / Beverly J. WILSON in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776 Titre : Autism and externalizing behaviors: Buffering effects of parental emotion coaching Type de document : Texte imprimé et/ou numérique Auteurs : Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur Article en page(s) : p.767-776 Langues : Anglais (eng) Mots-clés : Emotion coaching  Autism spectrum disorders  Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Autism and externalizing behaviors: Buffering effects of parental emotion coaching [Texte imprimé et/ou numérique] / Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur . - p.767-776. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776 Mots-clés : Emotion coaching  Autism spectrum disorders  Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders / Erin L. HAVEN in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.292-300 Titre : The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur Article en page(s) : p.292-300 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  parent–child interactions  social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur . - p.292-300. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.292-300 Mots-clés : autism spectrum disorders  parent–child interactions  social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

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