Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status / Theodore S. TOMENY in Research in Autism Spectrum Disorders, 32 (December 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 32 (December 2016) . - p.130-142 Titre : Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status Type de document : Texte imprimé et/ou numérique Auteurs : Theodore S. TOMENY, Auteur ; Lorien K. BAKER, Auteur ; Tammy D. BARRY, Auteur ; Sophia W. ELDRED, Auteur ; James A. RANKIN, Auteur Article en page(s) : p.130-142 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sisters  Siblings  Marital status  Parental stress Index. décimale : PER Périodiques Résumé : AbstractBackground Research has shown varied outcomes for typically-developing (TD) siblings of children with autism spectrum disorder (ASD), suggesting that some emotional and behavioral difficulties may occur only under specific conditions. In addition to characteristics of the children with ASD, family contextual factors may also predict sibling adjustment. Method This study examined parent marital status and parental stress as moderators of the relation between ASD siblings’ symptom severity and emotional and behavioral adjustment in 56 TD sisters via self- and parent-report. Results At moderate and high levels of parental stress, TD sisters with siblings with relatively severe ASD symptomatology and with unmarried parents reported the highest levels of emotional and behavioral difficulties. Yet, TD sisters with siblings with relatively less severe ASD symptomatology and with unmarried parents reported the lowest levels of challenging behaviors and emotional symptoms. Conclusions These findings indicate that clinicians treating families of children with relatively severe ASD and unmarried parents should be particularly cognizant of the functioning of TD sisters. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 [article] Emotional and behavioral functioning of typically-developing sisters of children with autism spectrum disorder: The roles of ASD severity, parental stress, and marital status [Texte imprimé et/ou numérique] / Theodore S. TOMENY, Auteur ; Lorien K. BAKER, Auteur ; Tammy D. BARRY, Auteur ; Sophia W. ELDRED, Auteur ; James A. RANKIN, Auteur . - p.130-142. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.130-142 Mots-clés : Autism spectrum disorder  Sisters  Siblings  Marital status  Parental stress Index. décimale : PER Périodiques Résumé : AbstractBackground Research has shown varied outcomes for typically-developing (TD) siblings of children with autism spectrum disorder (ASD), suggesting that some emotional and behavioral difficulties may occur only under specific conditions. In addition to characteristics of the children with ASD, family contextual factors may also predict sibling adjustment. Method This study examined parent marital status and parental stress as moderators of the relation between ASD siblings’ symptom severity and emotional and behavioral adjustment in 56 TD sisters via self- and parent-report. Results At moderate and high levels of parental stress, TD sisters with siblings with relatively severe ASD symptomatology and with unmarried parents reported the highest levels of emotional and behavioral difficulties. Yet, TD sisters with siblings with relatively less severe ASD symptomatology and with unmarried parents reported the lowest levels of challenging behaviors and emotional symptoms. Conclusions These findings indicate that clinicians treating families of children with relatively severe ASD and unmarried parents should be particularly cognizant of the functioning of TD sisters. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder / James A. RANKIN in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286 Titre : Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Année de publication : 2016 Article en page(s) : p.273-286 Langues : Anglais (eng) Mots-clés : Social skills  Importance  Autism spectrum disorder  Parent Child  Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / James A. RANKIN, Auteur ; Rebecca J. WEBER, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - 2016 . - p.273-286. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.273-286 Mots-clés : Social skills  Importance  Autism spectrum disorder  Parent Child  Informant perspectives Index. décimale : PER Périodiques Résumé : While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals’ and families’ beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as important overall; however, parents reported assertion and self-control to be more important than their children did. Severity and importance did not correlate overall. However, parent-report of responsibility deficits and importance were positively correlated, while youth-report of assertiveness deficits and importance were negatively correlated. Finally, ASD-specific social deficits were positively correlated with parent reported importance, but negatively correlated with child reported importance. Social skills importance ratings merit consideration in ASD assessment. En ligne : http://dx.doi.org/10.1007/s10803-015-2574-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder / Erin KANG in Research in Autism Spectrum Disorders, 74 (June 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Titre : Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.101552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Self-reported social skills importance ratings, not social skills themselves, predict sociometric status among youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Erin KANG, Auteur ; Lee Ann SANTORE, Auteur ; James A. RANKIN, Auteur ; Matthew D. LERNER, Auteur . - p.101552. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 74 (June 2020) . - p.101552 Mots-clés : Autism spectrum disorder  Sociometric status  Social skills  Social skills importance  School-age children Index. décimale : PER Périodiques Résumé : Background As youth with autism spectrum disorder (ASD) often experience social difficulties but report wanting to be more well-liked and have more friends, it is important to understand beliefs that youth with ASD hold that may influence their peer relations. This study examined youths’ beliefs regarding their own social skills in relation to their peers’ views of them among youth with ASD. Method Fifty-five youth with ASD (ages 8–17) participated in a 10-week program with other youth with ASD. Participants completed measures of their own social skills frequency and social skills importance, as well as sociometric ratings of other group members. Hierarchical multiple regression models were used to examine relations between self-reported social skills frequency and social skills importance ratings with sociometric outcomes rated by other peers with ASD. Results Self-reported social skills frequency did not predict sociometric outcomes. However, youth who rated social skills as more important were less disliked by peers and were less frequently the most disliked person in the group, and peers reported greater desire to play with them again. Conclusions Results highlight the importance of evaluating youths’ own beliefs about social skills (rather than social skills frequency itself) as important predictors of social outcomes among youth with ASD. The current study adds to the growing evidence that integrating self-reports of youth with ASD as well as considering social skills importance represent valuable tools in assessing social outcomes in youth with ASD, and provides a foundation for further research in this area. En ligne : https://doi.org/10.1016/j.rasd.2020.101552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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