Anger, Stress Proliferation, and Depressed Mood Among Parents of Children with ASD: A Longitudinal Replication / Paul R. BENSON in Journal of Autism and Developmental Disorders, 39-2 (February 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.350-362 Titre : Anger, Stress Proliferation, and Depressed Mood Among Parents of Children with ASD: A Longitudinal Replication Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur Année de publication : 2009 Article en page(s) : p.350-362 Langues : Anglais (eng) Mots-clés : ASD Autism-spectrum-disorder Stress-proliferation Depression Anger Social-support Index. décimale : PER Périodiques Résumé : Stress proliferation (the tendency for stressors to create additional stressors) has been suggested as an important contributor to depression among caregivers. The present study utilized longitudinal data from 90 parents of children with ASD to replicate and extend a prior cross-sectional study on stress proliferation by Benson (J Autism Develop Disord 36:685–695, 2006). Consistent with Benson’s earlier findings, regression analyses indicated that stress proliferation mediated the effect of child symptom severity on parent depression. Parent anger was also found to mediate the effect of symptom severity on stress proliferation as well as the effect of stress proliferation on parent depression. Finally, informal social support was found to be related to decreased parent depressed mood over time. Implications of study findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0632-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684 [article] Anger, Stress Proliferation, and Depressed Mood Among Parents of Children with ASD: A Longitudinal Replication [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur . - 2009 . - p.350-362. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.350-362 Mots-clés : ASD Autism-spectrum-disorder Stress-proliferation Depression Anger Social-support Index. décimale : PER Périodiques Résumé : Stress proliferation (the tendency for stressors to create additional stressors) has been suggested as an important contributor to depression among caregivers. The present study utilized longitudinal data from 90 parents of children with ASD to replicate and extend a prior cross-sectional study on stress proliferation by Benson (J Autism Develop Disord 36:685–695, 2006). Consistent with Benson’s earlier findings, regression analyses indicated that stress proliferation mediated the effect of child symptom severity on parent depression. Parent anger was also found to mediate the effect of symptom severity on stress proliferation as well as the effect of stress proliferation on parent depression. Finally, informal social support was found to be related to decreased parent depressed mood over time. Implications of study findings are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0632-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684

Assessing expressed emotion in mothers of children with autism: The Autism-Specific Five Minute Speech Sample / Paul R. BENSON in Autism, 15-1 (January 2011)  

Public ISBD [article]  inAutism > 15-1 (January 2011) . - p.65-82 Titre : Assessing expressed emotion in mothers of children with autism: The Autism-Specific Five Minute Speech Sample Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur ; Dave M. DALEY, Auteur ; Kristie L. KARLOF, Auteur ; Dorothy ROBISON, Auteur Année de publication : 2011 Article en page(s) : p.65-82 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background: Expressed emotion (EE) is a measure of family emotional climate found to be predictive of symptom levels in a range of psychiatric, medical, and developmental disorders, including autism. Method: Employing data from 104 mothers of children with autism, this study examines the Autism-Specific Five Minute Speech Sample (AFMSS), a modified EE coding system based on the widely used Five Minute Speech Sample (Magana et al., 1986). Findings: With the exception of one EE component, emotional over-involvement, the revised coding system demonstrated adequate internal consistency and good to excellent inter-rater and code-recode reliability. It also demonstrated acceptable validity, based on its significant correlations with factors linked to EE in previous research. Regression analyses also indicated AFMSS-EE to be a significant predictor of child social competence, but not child problem behaviors. Discussion: While further testing is required, the AFMSS appears to be a useful method of assessing EE within the context of parenting children with autism and related disorders. En ligne : http://dx.doi.org/10.1177/1362361309352777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Assessing expressed emotion in mothers of children with autism: The Autism-Specific Five Minute Speech Sample [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur ; Dave M. DALEY, Auteur ; Kristie L. KARLOF, Auteur ; Dorothy ROBISON, Auteur . - 2011 . - p.65-82. Langues : Anglais (eng) in Autism > 15-1 (January 2011) . - p.65-82 Index. décimale : PER Périodiques Résumé : Background: Expressed emotion (EE) is a measure of family emotional climate found to be predictive of symptom levels in a range of psychiatric, medical, and developmental disorders, including autism. Method: Employing data from 104 mothers of children with autism, this study examines the Autism-Specific Five Minute Speech Sample (AFMSS), a modified EE coding system based on the widely used Five Minute Speech Sample (Magana et al., 1986). Findings: With the exception of one EE component, emotional over-involvement, the revised coding system demonstrated adequate internal consistency and good to excellent inter-rater and code-recode reliability. It also demonstrated acceptable validity, based on its significant correlations with factors linked to EE in previous research. Regression analyses also indicated AFMSS-EE to be a significant predictor of child social competence, but not child problem behaviors. Discussion: While further testing is required, the AFMSS appears to be a useful method of assessing EE within the context of parenting children with autism and related disorders. En ligne : http://dx.doi.org/10.1177/1362361309352777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Child, parent, and family predictors of latter adjustment in siblings of children with autism / Paul R. BENSON in Research in Autism Spectrum Disorders, 2-4 (October 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-4 (October 2008) . - p.583-600 Titre : Child, parent, and family predictors of latter adjustment in siblings of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur Année de publication : 2008 Article en page(s) : p.583-600 Langues : Anglais (eng) Mots-clés : Siblings Autism Adjustment Family Index. décimale : PER Périodiques Résumé : Research findings examining the adjustment of siblings of children with autism has been inconsistent, with some studies concluding that siblings are negatively impacted, while others have found no adverse effects. We argue that one reason for these inconsistent findings may be the failure by some investigators to take into account the increased genetic vulnerability faced by siblings of children with autism. In this study, we assessed the adjustment of siblings, with and without a diagnosed non-medical disability or disorder, using the Strengths and Difficulties Questionnaire [Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of American Academy of Child and Adolescent Psychiatry, 40, 1337–1341]. When compared to non-diagnosed siblings and a large normative sample, diagnosed siblings scored significantly higher in terms of adjustment difficulties and lower in terms of prosocial behavior. In addition, in hierarchical regressions, several child, parent, and family factors were found to be significant predictors of adjustment among non-diagnosed siblings when assessed 2 years latter, while no explanatory variables were significantly linked to latter adjustment outcomes among siblings with a diagnosed disability or disorder. Study limitations and implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607 [article] Child, parent, and family predictors of latter adjustment in siblings of children with autism [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur . - 2008 . - p.583-600. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-4 (October 2008) . - p.583-600 Mots-clés : Siblings Autism Adjustment Family Index. décimale : PER Périodiques Résumé : Research findings examining the adjustment of siblings of children with autism has been inconsistent, with some studies concluding that siblings are negatively impacted, while others have found no adverse effects. We argue that one reason for these inconsistent findings may be the failure by some investigators to take into account the increased genetic vulnerability faced by siblings of children with autism. In this study, we assessed the adjustment of siblings, with and without a diagnosed non-medical disability or disorder, using the Strengths and Difficulties Questionnaire [Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of American Academy of Child and Adolescent Psychiatry, 40, 1337–1341]. When compared to non-diagnosed siblings and a large normative sample, diagnosed siblings scored significantly higher in terms of adjustment difficulties and lower in terms of prosocial behavior. In addition, in hierarchical regressions, several child, parent, and family factors were found to be significant predictors of adjustment among non-diagnosed siblings when assessed 2 years latter, while no explanatory variables were significantly linked to latter adjustment outcomes among siblings with a diagnosed disability or disorder. Study limitations and implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607

Maternal involvement in the education of young children with autism spectrum disorders / Paul R. BENSON in Autism, 12-1 (January 2008)  

Public ISBD [article]  inAutism > 12-1 (January 2008) . - p.47-63 Titre : Maternal involvement in the education of young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur ; Gary N. SIPERSTEIN, Auteur Année de publication : 2008 Article en page(s) : p.47-63 Langues : Anglais (eng) Mots-clés : Educational-activities Family-life Parent-involvement Index. décimale : PER Périodiques Résumé : Parent involvement is widely acknowledged to be a critical `best practice' in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Maternal involvement in the education of young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Paul R. BENSON, Auteur ; Kristie L. KARLOF, Auteur ; Gary N. SIPERSTEIN, Auteur . - 2008 . - p.47-63. Langues : Anglais (eng) in Autism > 12-1 (January 2008) . - p.47-63 Mots-clés : Educational-activities Family-life Parent-involvement Index. décimale : PER Périodiques Résumé : Parent involvement is widely acknowledged to be a critical `best practice' in the education of young children with ASD. Despite its importance, no studies to date have systematically examined the relative influence of child, family, and school factors on the extent to which parents participate in the education of their children with ASD. In the present study, questionnaire and interview data collected from the mothers and teachers of 95 children receiving public school services for ASD were used to address this issue. Descriptively, wide variation was found in both type and intensity of mothers' educational involvement. Regression analyses showed involvement, both at school and at home, to be heavily influenced by the extent to which school staff actively encouraged, assisted, and provided opportunities for parent involvement. In addition, severity of child behavior problems was also found to exert a uniformly negative effect on intensity of mothers' educational involvement, while the influence of family resources and demand variables varied, depending on whether involvement occurred at school or at home. Implications of these findings for future research and for the support of parents seeking to participate in the learning and development of their children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1362361307085269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

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