Parental well-being, couple relationship quality, and children's behavioral problems in the first 2 years of life / Claire HUGHES in Development and Psychopathology, 32-3 (August 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-3 (August 2020) . - p.935-944 Titre : Parental well-being, couple relationship quality, and children's behavioral problems in the first 2 years of life Type de document : Texte imprimé et/ou numérique Auteurs : Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Judi MESMAN, Auteur ; Clancy BLAIR, Auteur Article en page(s) : p.935-944 Langues : Anglais (eng) Mots-clés : couple relationship quality  externalizing and internalizing problems  fathers  parental depression and anxiety  transition to parenthood Index. décimale : PER Périodiques Résumé : Adverse effects of early exposure to parental mood disturbance on child adjustment have been documented for both mothers and fathers, but are rarely examined in tandem. Other under-researched questions include effects of changes over time in parental well-being, similarities and contrasts between effects of parental mood disturbance on children's internalizing versus externalizing problems, and potential mediating effects of couple relationship quality. The current study involved 438 couples who reported symptoms of depression and anxiety at each of four time points (i.e., last trimester of pregnancy and 4, 14, and 24 months postbirth). Mothers and fathers also rated their couple relationship quality and their child's socioemotional adjustment at 14 months, as well as internalizing and externalizing problems at 24 months. Latent growth models indicated direct effects of (a) maternal prenatal well-being on externalizing problems at 24 months, and (b) paternal prenatal well-being on socioemotional problems at 14 months. Internalizing symptoms at 24 months showed only indirect associations with parental well-being, with couple relationship quality playing a mediating role. Our findings highlight the importance of prenatal exposure to parental mood disturbance and demonstrate that, even in a low-risk sample, poor couple relationship quality explains the intergenerational stability of internalizing problems. En ligne : http://dx.doi.org/10.1017/s0954579419000804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 [article] Parental well-being, couple relationship quality, and children's behavioral problems in the first 2 years of life [Texte imprimé et/ou numérique] / Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Judi MESMAN, Auteur ; Clancy BLAIR, Auteur . - p.935-944. Langues : Anglais (eng) in Development and Psychopathology > 32-3 (August 2020) . - p.935-944 Mots-clés : couple relationship quality  externalizing and internalizing problems  fathers  parental depression and anxiety  transition to parenthood Index. décimale : PER Périodiques Résumé : Adverse effects of early exposure to parental mood disturbance on child adjustment have been documented for both mothers and fathers, but are rarely examined in tandem. Other under-researched questions include effects of changes over time in parental well-being, similarities and contrasts between effects of parental mood disturbance on children's internalizing versus externalizing problems, and potential mediating effects of couple relationship quality. The current study involved 438 couples who reported symptoms of depression and anxiety at each of four time points (i.e., last trimester of pregnancy and 4, 14, and 24 months postbirth). Mothers and fathers also rated their couple relationship quality and their child's socioemotional adjustment at 14 months, as well as internalizing and externalizing problems at 24 months. Latent growth models indicated direct effects of (a) maternal prenatal well-being on externalizing problems at 24 months, and (b) paternal prenatal well-being on socioemotional problems at 14 months. Internalizing symptoms at 24 months showed only indirect associations with parental well-being, with couple relationship quality playing a mediating role. Our findings highlight the importance of prenatal exposure to parental mood disturbance and demonstrate that, even in a low-risk sample, poor couple relationship quality explains the intergenerational stability of internalizing problems. En ligne : http://dx.doi.org/10.1017/s0954579419000804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

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