Parental insightfulness is associated with mother-father-child interactions among families of preschoolers with an Autism Spectrum Disorder diagnosis / David OPPENHEIM in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1359-1368 Titre : Parental insightfulness is associated with mother-father-child interactions among families of preschoolers with an Autism Spectrum Disorder diagnosis Type de document : Texte imprimé et/ou numérique Auteurs : David OPPENHEIM, Auteur ; Nina KOREN-KARIE, Auteur ; Lior HAMBURGER, Auteur ; Yael MACCABI, Auteur ; Michal SLONIM, Auteur ; Nurit YIRMIYA, Auteur Article en page(s) : p.1359-1368 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Parental insightfulness underlies parental sensitive behavior and is associated with secure attachment among Typically Developing (TD) children and also among children with Autism Spectrum Disorder (ASD). Moving beyond the parent-child dyad, a study of TD children and their parents linked mothers' and fathers' combined insightfulness to triadic interactions. The goal of the current study was to examine this association in families with children with ASD. The hypothesis was that the interactions in families in which both parents are insightful will be more cooperative than in families in which only one or neither parent was insightful. Methods Eighty preschooler boys with ASD and both of their parents participated in the study. Parental insightfulness was assessed employing the Insightfulness Assessment (IA) and mother-father-child interactions were observed and coded employing the Lausanne Triadic Play (LTP) procedure. Results As expected, families in which both parents were insightful displayed higher parental coordinated support in the LTP than families in which one or neither parent was insightful, controlling for children's IQ and severity of symptoms. Children's engagement with their parents was associated with their IQ and severity of symptoms but not with parental insightfulness. Conclusions The importance of considering paternal, in addition to maternal insightfulness as a foundation for parental coordinated support in family interactions, is discussed, as well as the contribution of the LTP in assessing family interactions with children diagnosed with ASD. En ligne : https://doi.org/10.1111/jcpp.13788 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512 [article] Parental insightfulness is associated with mother-father-child interactions among families of preschoolers with an Autism Spectrum Disorder diagnosis [Texte imprimé et/ou numérique] / David OPPENHEIM, Auteur ; Nina KOREN-KARIE, Auteur ; Lior HAMBURGER, Auteur ; Yael MACCABI, Auteur ; Michal SLONIM, Auteur ; Nurit YIRMIYA, Auteur . - p.1359-1368. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-9 (September 2023) . - p.1359-1368 Index. décimale : PER Périodiques Résumé : Background Parental insightfulness underlies parental sensitive behavior and is associated with secure attachment among Typically Developing (TD) children and also among children with Autism Spectrum Disorder (ASD). Moving beyond the parent-child dyad, a study of TD children and their parents linked mothers' and fathers' combined insightfulness to triadic interactions. The goal of the current study was to examine this association in families with children with ASD. The hypothesis was that the interactions in families in which both parents are insightful will be more cooperative than in families in which only one or neither parent was insightful. Methods Eighty preschooler boys with ASD and both of their parents participated in the study. Parental insightfulness was assessed employing the Insightfulness Assessment (IA) and mother-father-child interactions were observed and coded employing the Lausanne Triadic Play (LTP) procedure. Results As expected, families in which both parents were insightful displayed higher parental coordinated support in the LTP than families in which one or neither parent was insightful, controlling for children's IQ and severity of symptoms. Children's engagement with their parents was associated with their IQ and severity of symptoms but not with parental insightfulness. Conclusions The importance of considering paternal, in addition to maternal insightfulness as a foundation for parental coordinated support in family interactions, is discussed, as well as the contribution of the LTP in assessing family interactions with children diagnosed with ASD. En ligne : https://doi.org/10.1111/jcpp.13788 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=512

Positive and challenging themes in parents' perceptions of their relationships with their child with autism: Comparison between mothers and fathers / Shir MOSHE in Autism, 28-3 (March 2024)  

Public ISBD [article]  inAutism > 28-3 (March 2024) . - p.744-754 Titre : Positive and challenging themes in parents' perceptions of their relationships with their child with autism: Comparison between mothers and fathers Type de document : Texte imprimé et/ou numérique Auteurs : Shir MOSHE, Auteur ; David OPPENHEIM, Auteur ; Michal SLONIM, Auteur ; Lior HAMBURGER, Auteur ; Yael MACCABI, Auteur ; Nurit YIRMIYA, Auteur Article en page(s) : p.744-754 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  autism  fathers  mothers  parent-child relationship  parents' perspectives Index. décimale : PER Périodiques Résumé : Most studies of how parents of children with autism view the parent-child relationship used self-report questionnaires and focused on challenges. This study broadened the lens by interviewing parents using open-ended questions that provide an opportunity to raise challenging but also positive experiences. Seventy-five mother-father dyads were interviewed individually about their own and their spouses' relationships with their preschooler, and content analyses of their responses revealed nine relationship themes. In descending order, the themes mentioned most frequently by mothers were "Security and Closeness," "Love," and "Tenderness and Sensitivity," and by fathers were "Pleasure in Joint Activities," "Security and Closeness," and "Guidance." Positive themes were more common than challenging themes. Finally, more mothers mentioned the themes "Love," "Tenderness and Sensitivity," "High Involvement and Care," and "Difficulties" than did fathers, whereas more fathers mentioned the themes "Guidance," "Pleasure in Joint Activities," and "Limited Time with Child" than did mothers. The findings portray a nuanced view of the parenting experience of mothers and fathers of preschoolers with autism. Lay Abstract Most studies of how parents of children with autism see the parent-child relationship used questionnaires completed by the parents and focused on challenges. This study broadened the lens by interviewing parents using open-ended questions that provide an opportunity to raise challenging but also positive experiences. Seventy-five mother-father dyads were interviewed individually about their own and their spouses' relationships with their preschooler, and we found nine relationship themes. In descending order, the themes mentioned most frequently by mothers were "Security and Closeness," "Love," and "Tenderness and Sensitivity," and by fathers were "Pleasure in Joint Activities," "Security and Closeness," and "Guidance." Positive themes were more common than challenging themes. Finally, more mothers mentioned the themes "Love," "Tenderness and Sensitivity," "High Involvement and Care," and "Difficulties" than did fathers, whereas more fathers mentioned the themes "Guidance" and "Pleasure in Joint Activities" than did mothers. The findings portray a nuanced view of the parenting experience of mothers and fathers of preschoolers with autism. En ligne : https://dx.doi.org/10.1177/13623613231182513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 [article] Positive and challenging themes in parents' perceptions of their relationships with their child with autism: Comparison between mothers and fathers [Texte imprimé et/ou numérique] / Shir MOSHE, Auteur ; David OPPENHEIM, Auteur ; Michal SLONIM, Auteur ; Lior HAMBURGER, Auteur ; Yael MACCABI, Auteur ; Nurit YIRMIYA, Auteur . - p.744-754. Langues : Anglais (eng) in Autism > 28-3 (March 2024) . - p.744-754 Mots-clés : autism spectrum disorder  autism  fathers  mothers  parent-child relationship  parents' perspectives Index. décimale : PER Périodiques Résumé : Most studies of how parents of children with autism view the parent-child relationship used self-report questionnaires and focused on challenges. This study broadened the lens by interviewing parents using open-ended questions that provide an opportunity to raise challenging but also positive experiences. Seventy-five mother-father dyads were interviewed individually about their own and their spouses' relationships with their preschooler, and content analyses of their responses revealed nine relationship themes. In descending order, the themes mentioned most frequently by mothers were "Security and Closeness," "Love," and "Tenderness and Sensitivity," and by fathers were "Pleasure in Joint Activities," "Security and Closeness," and "Guidance." Positive themes were more common than challenging themes. Finally, more mothers mentioned the themes "Love," "Tenderness and Sensitivity," "High Involvement and Care," and "Difficulties" than did fathers, whereas more fathers mentioned the themes "Guidance," "Pleasure in Joint Activities," and "Limited Time with Child" than did mothers. The findings portray a nuanced view of the parenting experience of mothers and fathers of preschoolers with autism. Lay Abstract Most studies of how parents of children with autism see the parent-child relationship used questionnaires completed by the parents and focused on challenges. This study broadened the lens by interviewing parents using open-ended questions that provide an opportunity to raise challenging but also positive experiences. Seventy-five mother-father dyads were interviewed individually about their own and their spouses' relationships with their preschooler, and we found nine relationship themes. In descending order, the themes mentioned most frequently by mothers were "Security and Closeness," "Love," and "Tenderness and Sensitivity," and by fathers were "Pleasure in Joint Activities," "Security and Closeness," and "Guidance." Positive themes were more common than challenging themes. Finally, more mothers mentioned the themes "Love," "Tenderness and Sensitivity," "High Involvement and Care," and "Difficulties" than did fathers, whereas more fathers mentioned the themes "Guidance" and "Pleasure in Joint Activities" than did mothers. The findings portray a nuanced view of the parenting experience of mothers and fathers of preschoolers with autism. En ligne : https://dx.doi.org/10.1177/13623613231182513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523

The social skills of autistic boys in preschool: the contributions of their dyadic and triadic interactions with their parents / Michal MOTTES-PELEG ; Lior HAMBURGER ; Michal SLONIM ; Yael MACCABI ; Nurit YIRMIYA in Journal of Child Psychology and Psychiatry, 66-3 (March 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-3 (March 2025) . - p.322-332 Titre : The social skills of autistic boys in preschool: the contributions of their dyadic and triadic interactions with their parents Type de document : Texte imprimé et/ou numérique Auteurs : Michal MOTTES-PELEG, Auteur ; Lior HAMBURGER, Auteur ; Michal SLONIM, Auteur ; Yael MACCABI, Auteur ; Nurit YIRMIYA, Auteur Article en page(s) : p.322-332 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  parent-child interactions  fathers Index. décimale : PER Périodiques Résumé : Background The interactions of typically developing (TD) children within the family context are associated with their social skills in preschool, and the question guiding this study, which focused on boys, was whether the same would be true for autistic children. A specific focus was on the importance of the boys' engagement in triadic, mother?father?child interactions over and above their engagement in dyadic, parent?child interactions. The boys' social skills were assessed concurrently with their family interactions and one year later. Methods Seventy-five autistic preschooler boys (Age in months: M?=?49.45, SD?=?11.03) and both of their parents were recruited through treatment centers and social media. The boys' dyadic engagement was assessed from observations of their interactions with their mothers and fathers (separately), and their triadic engagement from an observation of mother?father?child interactions. The boys' social skills in preschool were assessed using a Q-sort completed by observers and teachers and by the Social Responsiveness Questionnaire (SRS) completed by teachers. Results Controlling for the severity of the boys' symptoms and IQ, their dyadic engagement was associated with the concurrent observer Q-sort and teacher-reported SRS measures, and their triadic engagement did not explain additional variance in these measures. Predicting over one year, dyadic engagement was associated again with the observer Q-sort and teacher SRS measures, while the boys' triadic engagement accounted for additional variance in these measures as well as the teacher Q-sort. Finally, boys' dyadic engagement predicted gains in social skills on the observer Q-sort, and their triadic engagement was predictive of gains in the observer and teacher Q-sort. Conclusions The engagement that autistic preschool-age boys displayed in the context of their dyadic and triadic interactions with their parents appears to be transferred to the preschool setting, and triadic interactions are of particular significance. En ligne : https://doi.org/10.1111/jcpp.14061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] The social skills of autistic boys in preschool: the contributions of their dyadic and triadic interactions with their parents [Texte imprimé et/ou numérique] / Michal MOTTES-PELEG, Auteur ; Lior HAMBURGER, Auteur ; Michal SLONIM, Auteur ; Yael MACCABI, Auteur ; Nurit YIRMIYA, Auteur . - p.322-332. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-3 (March 2025) . - p.322-332 Mots-clés : Autism spectrum disorder  parent-child interactions  fathers Index. décimale : PER Périodiques Résumé : Background The interactions of typically developing (TD) children within the family context are associated with their social skills in preschool, and the question guiding this study, which focused on boys, was whether the same would be true for autistic children. A specific focus was on the importance of the boys' engagement in triadic, mother?father?child interactions over and above their engagement in dyadic, parent?child interactions. The boys' social skills were assessed concurrently with their family interactions and one year later. Methods Seventy-five autistic preschooler boys (Age in months: M?=?49.45, SD?=?11.03) and both of their parents were recruited through treatment centers and social media. The boys' dyadic engagement was assessed from observations of their interactions with their mothers and fathers (separately), and their triadic engagement from an observation of mother?father?child interactions. The boys' social skills in preschool were assessed using a Q-sort completed by observers and teachers and by the Social Responsiveness Questionnaire (SRS) completed by teachers. Results Controlling for the severity of the boys' symptoms and IQ, their dyadic engagement was associated with the concurrent observer Q-sort and teacher-reported SRS measures, and their triadic engagement did not explain additional variance in these measures. Predicting over one year, dyadic engagement was associated again with the observer Q-sort and teacher SRS measures, while the boys' triadic engagement accounted for additional variance in these measures as well as the teacher Q-sort. Finally, boys' dyadic engagement predicted gains in social skills on the observer Q-sort, and their triadic engagement was predictive of gains in the observer and teacher Q-sort. Conclusions The engagement that autistic preschool-age boys displayed in the context of their dyadic and triadic interactions with their parents appears to be transferred to the preschool setting, and triadic interactions are of particular significance. En ligne : https://doi.org/10.1111/jcpp.14061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

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