[article] 
inJournal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.530-539

Titre :	Mothering, fathering, and the regulation of negative and positive emotions in high-functioning preschoolers with autism spectrum disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Yael HIRSCHLER-GUTTENBERG, Auteur ; Ofer GOLAN, Auteur ; Sharon OSTFELD-ETZION, Auteur ; Ruth FELDMAN, Auteur
Article en page(s) :	p.530-539
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  emotion regulation  emotional reactivity  mothering  fathering
Index. décimale :	PER Périodiques
Résumé :	Background Children with autism spectrum disorder (ASD) exhibit difficulties in regulating emotions and authors have called to study the specific processes underpinning emotion regulation (ER) in ASD. Yet, little observational research examined the strategies preschoolers with ASD use to regulate negative and positive emotions in the presence of their mothers and fathers. Methods Forty preschoolers with ASD and 40 matched typically developing children and their mothers and fathers participated. Families were visited twice for identical battery of paradigms with mother or father. Parent–child interactions were coded for parent and child behaviors and children engaged in ER paradigms eliciting negative (fear) and positive (joy) emotions with each parent. ER paradigms were microcoded for negative and positive emotionality, ER strategies, and parent regulation facilitation. Results During free play, mothers' and fathers' sensitivity and warm discipline were comparable across groups; however, children with ASD displayed lower positive engagement and higher withdrawal. During ER paradigms, children with ASD expressed less positive emotionality overall and more negative emotionality during fear with father. Children with ASD used more simple self-regulatory strategies, particularly during fear, but expressed comparable levels of assistance seeking behavior toward mother and father in negative and positive contexts. Parents of children with ASD used less complex regulation facilitation strategies, including cognitive reappraisal and emotional reframing, and employed simple tactics, such as physical comforting to manage fear and social gaze to maintain joy. Conclusion Findings describe general and parent- and emotion-specific processes of child ER and parent regulation facilitation in preschoolers with ASD. Results underscore the ability of such children to seek parental assistance during moments of high arousal and the parents' sensitive adaptation to their children's needs. Reduced positive emotionality, rather than increased negative reactivity and self-regulatory efforts, emerges as the consistent element associated with ER processes in this group.
En ligne :	http://dx.doi.org/10.1111/jcpp.12311
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

[article] Mothering, fathering, and the regulation of negative and positive emotions in high-functioning preschoolers with autism spectrum disorder [Texte imprimé et/ou numérique] / Yael HIRSCHLER-GUTTENBERG, Auteur ; Ofer GOLAN, Auteur ; Sharon OSTFELD-ETZION, Auteur ; Ruth FELDMAN, Auteur . - p.530-539.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.530-539

Mots-clés :	Autism spectrum disorder  emotion regulation  emotional reactivity  mothering  fathering
Index. décimale :	PER Périodiques
Résumé :	Background Children with autism spectrum disorder (ASD) exhibit difficulties in regulating emotions and authors have called to study the specific processes underpinning emotion regulation (ER) in ASD. Yet, little observational research examined the strategies preschoolers with ASD use to regulate negative and positive emotions in the presence of their mothers and fathers. Methods Forty preschoolers with ASD and 40 matched typically developing children and their mothers and fathers participated. Families were visited twice for identical battery of paradigms with mother or father. Parent–child interactions were coded for parent and child behaviors and children engaged in ER paradigms eliciting negative (fear) and positive (joy) emotions with each parent. ER paradigms were microcoded for negative and positive emotionality, ER strategies, and parent regulation facilitation. Results During free play, mothers' and fathers' sensitivity and warm discipline were comparable across groups; however, children with ASD displayed lower positive engagement and higher withdrawal. During ER paradigms, children with ASD expressed less positive emotionality overall and more negative emotionality during fear with father. Children with ASD used more simple self-regulatory strategies, particularly during fear, but expressed comparable levels of assistance seeking behavior toward mother and father in negative and positive contexts. Parents of children with ASD used less complex regulation facilitation strategies, including cognitive reappraisal and emotional reframing, and employed simple tactics, such as physical comforting to manage fear and social gaze to maintain joy. Conclusion Findings describe general and parent- and emotion-specific processes of child ER and parent regulation facilitation in preschoolers with ASD. Results underscore the ability of such children to seek parental assistance during moments of high arousal and the parents' sensitive adaptation to their children's needs. Reduced positive emotionality, rather than increased negative reactivity and self-regulatory efforts, emerges as the consistent element associated with ER processes in this group.
En ligne :	http://dx.doi.org/10.1111/jcpp.12311
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260