Brief report: Does “healthy” family functioning look different for families who have a child with autism? / Katherine M. WALTON in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Titre : Brief report: Does “healthy” family functioning look different for families who have a child with autism? Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : p.101527 Langues : Anglais (eng) Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Brief report: Does “healthy” family functioning look different for families who have a child with autism? [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Gabrielle TIEDE, Auteur . - p.101527. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101527 Mots-clés : Enmeshment  Family functioning  Parents  ASD Index. décimale : PER Périodiques Résumé : Background For families of typically developing children, extremes of family cohesion (enmeshed and disengaged) and flexibility (rigid and chaotic) are associated with negative outcomes (Olson, 2011). Some work suggests that this may not be true for families of children with autism spectrum disorder (ASD; Altiere & Von Kluge, 2009). Specifically, regimented daily routines (increased rigidity) and highly involved caregivers (increased enmeshment) might theoretically be associated with positive outcomes. Objectives This study examined whether families who have a child with ASD report different family dynamics than families with typically developing children, and if these dynamics are equally predictive of outcomes for both groups. Method Regression-based interaction analyses using data from an online survey (n?=?235) were used to examine how diagnostic group (typically-developing child or child with ASD) affected the relationships between elements of family functioning and parent outcomes of happiness, depression, and satisfaction with family life. Results Higher parent-reported enmeshment was associated with decreased parent-reported happiness in typical families only; these variables were unrelated in families with a child with ASD. In addition, the relationship between disengagement and parent happiness was marginally weaker in the ASD group. Other scales (rigid and chaotic) exhibited similar relationships with family outcomes across both diagnostic groups. Conclusion In alignment with previous findings (Altiere & Von Kluge, 2009), elevated levels of enmeshment were not predictive of poorer outcomes in families of children with ASD. There is a need to critically consider whether behaviors traditionally thought of as “enmeshed” may represent different, more adaptive support strategies for families who have a child with ASD. En ligne : https://doi.org/10.1016/j.rasd.2020.101527 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Titre : Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : 101606 Langues : Anglais (eng) Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur . - 101606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

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