How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? / Kathryn ASBURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Titre : How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1772-1780 Langues : Anglais (eng) Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] How is COVID-19 Affecting the Mental Health of Children with Special Educational Needs and Disabilities and Their Families? [Texte imprimé et/ou numérique] / Kathryn ASBURY, Auteur ; Laura FOX, Auteur ; Emre DENIZ, Auteur ; Aimee CODE, Auteur ; Umar TOSEEB, Auteur . - p.1772-1780. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1772-1780 Mots-clés : Covid-19  Disabilities  Mental health  Parents  Special educational needs Index. décimale : PER Périodiques Résumé : Parents of children with Special Educational Needs and Disabilities in the UK (n?=?241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04577-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

A longitudinal study of sibling bullying and mental health in autistic adolescents: The role of self-esteem / Emre DENIZ in Autism Research, 16-8 (August 2023)  

Public ISBD [article]  inAutism Research > 16-8 (August 2023) . - p.1533-1549 Titre : A longitudinal study of sibling bullying and mental health in autistic adolescents: The role of self-esteem Type de document : Texte imprimé et/ou numérique Auteurs : Emre DENIZ, Auteur ; Umar TOSEEB, Auteur Article en page(s) : p.1533-1549 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Sibling bullying is associated with poor mental health in autistic adolescents. The reasons for this remain unknown. In the current study, we attempted to replicate the existing findings on the direct associations between sibling bullying and mental health in autistic adolescents and expand knowledge by focusing on the indirect associations through self-esteem. We made use of existing data from the Millennium Cohort Study, a nationally representative UK-based birth cohort study. We fitted a mediation model to longitudinal data from a sample of 416 autistic adolescents aged 11, 14, and 17?years old who had at least one sibling. We found that sibling bullying was prevalent in the lives of autistic adolescents, especially in those who were late-diagnosed, had a shared bedroom, and lived in a low-income household. Additionally, increased sibling bullying in early adolescence was a significant predictor of reduced self-esteem in mid-adolescence; in turn, reduced self-esteem predicted poorer mental health and wellbeing in late adolescence. Our findings indicate that sibling bullying in early adolescence may indirectly lead to poorer mental health and wellbeing in late adolescence through a reduction in self-esteem in mid-adolescence in autistic adolescents. We discuss the implications of these findings further. En ligne : https://doi.org/10.1002/aur.2987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] A longitudinal study of sibling bullying and mental health in autistic adolescents: The role of self-esteem [Texte imprimé et/ou numérique] / Emre DENIZ, Auteur ; Umar TOSEEB, Auteur . - p.1533-1549. Langues : Anglais (eng) in Autism Research > 16-8 (August 2023) . - p.1533-1549 Index. décimale : PER Périodiques Résumé : Abstract Sibling bullying is associated with poor mental health in autistic adolescents. The reasons for this remain unknown. In the current study, we attempted to replicate the existing findings on the direct associations between sibling bullying and mental health in autistic adolescents and expand knowledge by focusing on the indirect associations through self-esteem. We made use of existing data from the Millennium Cohort Study, a nationally representative UK-based birth cohort study. We fitted a mediation model to longitudinal data from a sample of 416 autistic adolescents aged 11, 14, and 17?years old who had at least one sibling. We found that sibling bullying was prevalent in the lives of autistic adolescents, especially in those who were late-diagnosed, had a shared bedroom, and lived in a low-income household. Additionally, increased sibling bullying in early adolescence was a significant predictor of reduced self-esteem in mid-adolescence; in turn, reduced self-esteem predicted poorer mental health and wellbeing in late adolescence. Our findings indicate that sibling bullying in early adolescence may indirectly lead to poorer mental health and wellbeing in late adolescence through a reduction in self-esteem in mid-adolescence in autistic adolescents. We discuss the implications of these findings further. En ligne : https://doi.org/10.1002/aur.2987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder / Gill FRANCIS in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gill FRANCIS, Auteur ; Emre DENIZ, Auteur ; Carole TORGERSON, Auteur ; Umar TOSEEB, Auteur Langues : Anglais (eng) Mots-clés : Play-based interventions  autism spectrum disorder  developmental language disorder  mental health  systematic literature review Index. décimale : PER Périodiques Résumé : Background and aimsPlay-based interventions are used ubiquitously with children with social, communication, and language needs but the impact of these interventions on the mental health of this group of children is unknown. Despite their pre-existing challenges, the mental health of children with developmental language disorder (DLD) and autism spectrum disorder (ASD) should be given equal consideration to the other more salient features of their condition. To this aim, a systematic literature review with meta-analysis was undertaken to assess the impact of play-based interventions on mental health outcomes from studies of children with DLD and ASD, as well as to identify the characteristics of research in this field.MethodsThe study used full systematic review design reported to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines (PRISMA prisma-statement.org) with pre-specified inclusion criteria and explicit, transparent and replicable methods at each stage of the review. The study selection process involved a rigorous systematic search of seven academic databases, double screening of abstracts, and full-text screening to identify studies using randomised controlled trial (RCT) and quasi-experimental (QE) designs to assess mental health outcomes from interventions supporting children with DLD and ASD. For reliability, data extraction of included studies, as well as risk of bias assessments were conducted by two study authors. Qualitative data were synthesised narratively and quantified data were used in the metaanalytic calculation.Main contributionA total of 2,882 papers were identified from the literature search which were double screened at the abstract (n?=?1,785) and full-text (n?=?366) levels resulting in 10 papers meeting the criteria for inclusion in the review. There were 8 RCTs and 2 QEs using 7 named play-based interventions with ASD participants only. Meta-analysis of 5 studies addressing positive mental health outcomes (e.g. positive affect and emotional functioning) found a significant overall intervention effect (Cohen's d = 1.60 (95% CI [0.37, 2.82], p = 0.01); meta-analysis of 6 studies addressing negative mental health outcomes (e.g., negative affect, internalising and externalising problems) found a non-significant overall intervention effect (Cohen's d = 0.04 -0.17 (95% CI [-0.04, 0.51], p = 0.88).ConclusionsA key observation is the diversity of study characteristics relating to study sample size, duration of interventions, study settings, background of interventionists, and variability of specific mental health outcomes. Play-based interventions appear to have a beneficial effect on positive, but not negative, mental health in children with ASD. There are no high quality studies investigating the efficacy of such interventions in children with DLD.ImplicationsThis review provides good evidence of the need for further research into how commonly used play-based interventions designed to support the social, communication, and language needs of young people may impact the mental health of children with ASD or DLD. En ligne : https://doi.org/10.1177/23969415211073118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Play-based interventions for mental health: A systematic review and meta-analysis focused on children and adolescents with autism spectrum disorder and developmental language disorder [Texte imprimé et/ou numérique] / Gill FRANCIS, Auteur ; Emre DENIZ, Auteur ; Carole TORGERSON, Auteur ; Umar TOSEEB, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Play-based interventions  autism spectrum disorder  developmental language disorder  mental health  systematic literature review Index. décimale : PER Périodiques Résumé : Background and aimsPlay-based interventions are used ubiquitously with children with social, communication, and language needs but the impact of these interventions on the mental health of this group of children is unknown. Despite their pre-existing challenges, the mental health of children with developmental language disorder (DLD) and autism spectrum disorder (ASD) should be given equal consideration to the other more salient features of their condition. To this aim, a systematic literature review with meta-analysis was undertaken to assess the impact of play-based interventions on mental health outcomes from studies of children with DLD and ASD, as well as to identify the characteristics of research in this field.MethodsThe study used full systematic review design reported to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines (PRISMA prisma-statement.org) with pre-specified inclusion criteria and explicit, transparent and replicable methods at each stage of the review. The study selection process involved a rigorous systematic search of seven academic databases, double screening of abstracts, and full-text screening to identify studies using randomised controlled trial (RCT) and quasi-experimental (QE) designs to assess mental health outcomes from interventions supporting children with DLD and ASD. For reliability, data extraction of included studies, as well as risk of bias assessments were conducted by two study authors. Qualitative data were synthesised narratively and quantified data were used in the metaanalytic calculation.Main contributionA total of 2,882 papers were identified from the literature search which were double screened at the abstract (n?=?1,785) and full-text (n?=?366) levels resulting in 10 papers meeting the criteria for inclusion in the review. There were 8 RCTs and 2 QEs using 7 named play-based interventions with ASD participants only. Meta-analysis of 5 studies addressing positive mental health outcomes (e.g. positive affect and emotional functioning) found a significant overall intervention effect (Cohen's d = 1.60 (95% CI [0.37, 2.82], p = 0.01); meta-analysis of 6 studies addressing negative mental health outcomes (e.g., negative affect, internalising and externalising problems) found a non-significant overall intervention effect (Cohen's d = 0.04 -0.17 (95% CI [-0.04, 0.51], p = 0.88).ConclusionsA key observation is the diversity of study characteristics relating to study sample size, duration of interventions, study settings, background of interventionists, and variability of specific mental health outcomes. Play-based interventions appear to have a beneficial effect on positive, but not negative, mental health in children with ASD. There are no high quality studies investigating the efficacy of such interventions in children with DLD.ImplicationsThis review provides good evidence of the need for further research into how commonly used play-based interventions designed to support the social, communication, and language needs of young people may impact the mental health of children with ASD or DLD. En ligne : https://doi.org/10.1177/23969415211073118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Sibling relationships and parental interventions to sibling bullying during COVID-19: A qualitative comparison of British and Turkish families of autistic adolescents / Emre DENIZ in Autism & Developmental Language Impairments, 9 (January-December 2024)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 9 (January-December 2024) Titre : Sibling relationships and parental interventions to sibling bullying during COVID-19: A qualitative comparison of British and Turkish families of autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Emre DENIZ, Auteur ; Laura FOX, Auteur ; Kathryn ASBURY, Auteur ; Umar TOSEEB, Auteur Langues : Anglais (eng) Mots-clés : Autism  COVID-19  cross-cultural  parental interventions  sibling relationships Index. décimale : PER Périodiques Résumé : Background and aims Despite its high potential for affecting sibling relationships, few studies have explored the impact of the COVID-19 pandemic on this important family dynamic. Of these, the reported evidence has been inconsistent across cultures and lacks cross-cultural comparability. For the first time, we investigated cross-cultural variability in the impact of COVID-19, and the restrictions associated with it, on sibling relationships of autistic adolescents from a Western (United Kingdom) and non-Western (Turkey) country. We also explored how British and Turkish parents intervene in negative sibling interactions-that is, sibling bullying-when witnessed. Methods Parents of 164 British and 96 Turkish autistic adolescents, aged 9 to 20 years, were asked how they perceived the effects of COVID-19 on their children?s sibling relationships, and how they were most likely to react to instances of sibling bullying. Free response data from parents were analyzed using qualitative content analysis. Results Our findings indicated more cross-cultural similarities than differences between British and Turkish families. The majority of both British and Turkish parents indicated that COVID-19 worsened sibling relationships between their autistic and nonautistic children. An overwhelming majority of British and Turkish parents also said that they would step in directly when witnessing sibling bullying. Despite the high volume of cross-cultural similarities generally, we also found some cross-cultural differences, for instance in relation to the most common negative impact of COVID-19 on sibling relationships and the most preferred parental responses to sibling bullying. Conclusions and implication Implications and suggestions are discussed in more detail, drawing on the Etic approach to cross-cultural psychology. En ligne : https://dx.doi.org/10.1177/23969415241268242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Sibling relationships and parental interventions to sibling bullying during COVID-19: A qualitative comparison of British and Turkish families of autistic adolescents [Texte imprimé et/ou numérique] / Emre DENIZ, Auteur ; Laura FOX, Auteur ; Kathryn ASBURY, Auteur ; Umar TOSEEB, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 9 (January-December 2024) Mots-clés : Autism  COVID-19  cross-cultural  parental interventions  sibling relationships Index. décimale : PER Périodiques Résumé : Background and aims Despite its high potential for affecting sibling relationships, few studies have explored the impact of the COVID-19 pandemic on this important family dynamic. Of these, the reported evidence has been inconsistent across cultures and lacks cross-cultural comparability. For the first time, we investigated cross-cultural variability in the impact of COVID-19, and the restrictions associated with it, on sibling relationships of autistic adolescents from a Western (United Kingdom) and non-Western (Turkey) country. We also explored how British and Turkish parents intervene in negative sibling interactions-that is, sibling bullying-when witnessed. Methods Parents of 164 British and 96 Turkish autistic adolescents, aged 9 to 20 years, were asked how they perceived the effects of COVID-19 on their children?s sibling relationships, and how they were most likely to react to instances of sibling bullying. Free response data from parents were analyzed using qualitative content analysis. Results Our findings indicated more cross-cultural similarities than differences between British and Turkish families. The majority of both British and Turkish parents indicated that COVID-19 worsened sibling relationships between their autistic and nonautistic children. An overwhelming majority of British and Turkish parents also said that they would step in directly when witnessing sibling bullying. Despite the high volume of cross-cultural similarities generally, we also found some cross-cultural differences, for instance in relation to the most common negative impact of COVID-19 on sibling relationships and the most preferred parental responses to sibling bullying. Conclusions and implication Implications and suggestions are discussed in more detail, drawing on the Etic approach to cross-cultural psychology. En ligne : https://dx.doi.org/10.1177/23969415241268242 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

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