Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives / S. M. ZEEDYK in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183 Titre : Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives Type de document : Texte imprimé et/ou numérique Auteurs : S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.1173-1183 Langues : Anglais (eng) Mots-clés : Autism  Intellectual disability  Bullying  Adolescents  Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives [Texte imprimé et/ou numérique] / S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - p.1173-1183. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183 Mots-clés : Autism  Intellectual disability  Bullying  Adolescents  Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / A. LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591 Titre : Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD Type de document : Texte imprimé et/ou numérique Auteurs : A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3582-3591 Langues : Anglais (eng) Mots-clés : Asd  Autism  Parent behaviors  Parent-child interaction  Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD [Texte imprimé et/ou numérique] / A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3582-3591. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591 Mots-clés : Asd  Autism  Parent behaviors  Parent-child interaction  Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

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