How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality / Reyhane BAKHTIARI in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1100-1113 Titre : How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality Type de document : texte imprimé Auteurs : Reyhane BAKHTIARI, Auteur ; Sarah M. HUTCHISON, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.1100-1113 Langues : Anglais (eng) Mots-clés : Behavior Assessment System for Children, Second Edition  adolescents  autism spectrum disorder  children  self-report  self-report of personality validity indexes Index. décimale : PER Périodiques Résumé : Using self-report questionnaires is an important method in the assessment and treatment of children with autism. Self-reports can provide unique information about children's feelings and thoughts that is not available through other methods such as parent-reports. However, many clinicians are not sure whether children with autism can provide accurate self-reports. To study this, we examined 139 children and youth with and without autism aged 8-17 years. We looked at the effect of having autism, as well as other factors such as age, intelligence quotient, and attention problems on the validity of self-reports in these children. We examined if the children gave overly negative or positive answers and if they responded to the questions randomly or without paying attention. We found that children with autism can provide acceptable self-reports. However, they have more validity problems compared to their peers without autism. Our findings showed that this difference might be related to having attention problems in addition to autism, rather than having autism by itself. Children, with and without autism spectrum disorder, with fewer attention problems and higher intelligence quotient scores and those in the older age group, showed better validity. This article suggests that clinicians can use self-report measures for children with autism, but they should pay attention to important factors such as children's intelligence quotient and attention problems. En ligne : http://dx.doi.org/10.1177/1362361320984601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] How do children and youth with autism spectrum disorder self-report on behavior? A study of the validity indexes on the Behavior Assessment System for Children, Second Edition, self-report of personality [texte imprimé] / Reyhane BAKHTIARI, Auteur ; Sarah M. HUTCHISON, Auteur ; Grace IAROCCI, Auteur . - p.1100-1113. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1100-1113 Mots-clés : Behavior Assessment System for Children, Second Edition  adolescents  autism spectrum disorder  children  self-report  self-report of personality validity indexes Index. décimale : PER Périodiques Résumé : Using self-report questionnaires is an important method in the assessment and treatment of children with autism. Self-reports can provide unique information about children's feelings and thoughts that is not available through other methods such as parent-reports. However, many clinicians are not sure whether children with autism can provide accurate self-reports. To study this, we examined 139 children and youth with and without autism aged 8-17 years. We looked at the effect of having autism, as well as other factors such as age, intelligence quotient, and attention problems on the validity of self-reports in these children. We examined if the children gave overly negative or positive answers and if they responded to the questions randomly or without paying attention. We found that children with autism can provide acceptable self-reports. However, they have more validity problems compared to their peers without autism. Our findings showed that this difference might be related to having attention problems in addition to autism, rather than having autism by itself. Children, with and without autism spectrum disorder, with fewer attention problems and higher intelligence quotient scores and those in the older age group, showed better validity. This article suggests that clinicians can use self-report measures for children with autism, but they should pay attention to important factors such as children's intelligence quotient and attention problems. En ligne : http://dx.doi.org/10.1177/1362361320984601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study / Reyhane BAKHTIARI in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202907 Titre : Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study Type de document : texte imprimé Auteurs : Reyhane BAKHTIARI, Auteur ; Mandeep GURM, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.202907 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Emotion regulation  Parental-child relationship  Parenting  Children Index. décimale : PER Périodiques Résumé : Purpose This exploratory study examines the role of parental emotion co-regulation on the emotion and behaviour of school-age autistic and typically developing (TD) children. It focuses on comparing problem-solving strategies, emotional support, and cognitive reappraisal used by parents, and the children's emotions and behaviour. Methods Twenty autistic and twenty TD children participated in the study. Their interactions with parents were coded using behaviour coding methodology, with a mildly frustrating LEGO task. Results Parents in both groups displayed similar frequencies of problem-solving strategies, but emotional support and cognitive reappraisal were infrequent. No significant differences were found in negative emotions between groups, although TD children exhibited significantly more positive emotions than autistic children. Both groups used similar problem-solving strategies, but TD children were more likely to use the provided instructions during the task. Parental behaviours may have been differentially associated with emotional responses in TD and autistic children. Conclusion Our preliminary findings suggest that for TD children, emotional support and shifting to alternative solutions were associated with lower negative emotions. In contrast, in autistic children, strategies that focused on the problem and reframing the situation were associated with lower negative emotions, whereas emotional support and shifting strategies did not show the same pattern. Given the exploratory design, small sample size, and low frequency of the observed behaviours, further research is needed on how different parental co-regulation strategies support emotion regulation in autistic and typically developing children. En ligne : https://doi.org/10.1016/j.reia.2026.202907 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Parental strategies for emotion regulation in autistic and typically developing school-age children: An exploratory study [texte imprimé] / Reyhane BAKHTIARI, Auteur ; Mandeep GURM, Auteur ; Grace IAROCCI, Auteur . - p.202907. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202907 Mots-clés : Autism Spectrum Disorder  Emotion regulation  Parental-child relationship  Parenting  Children Index. décimale : PER Périodiques Résumé : Purpose This exploratory study examines the role of parental emotion co-regulation on the emotion and behaviour of school-age autistic and typically developing (TD) children. It focuses on comparing problem-solving strategies, emotional support, and cognitive reappraisal used by parents, and the children's emotions and behaviour. Methods Twenty autistic and twenty TD children participated in the study. Their interactions with parents were coded using behaviour coding methodology, with a mildly frustrating LEGO task. Results Parents in both groups displayed similar frequencies of problem-solving strategies, but emotional support and cognitive reappraisal were infrequent. No significant differences were found in negative emotions between groups, although TD children exhibited significantly more positive emotions than autistic children. Both groups used similar problem-solving strategies, but TD children were more likely to use the provided instructions during the task. Parental behaviours may have been differentially associated with emotional responses in TD and autistic children. Conclusion Our preliminary findings suggest that for TD children, emotional support and shifting to alternative solutions were associated with lower negative emotions. In contrast, in autistic children, strategies that focused on the problem and reframing the situation were associated with lower negative emotions, whereas emotional support and shifting strategies did not show the same pattern. Given the exploratory design, small sample size, and low frequency of the observed behaviours, further research is needed on how different parental co-regulation strategies support emotion regulation in autistic and typically developing children. En ligne : https://doi.org/10.1016/j.reia.2026.202907 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

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