Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden / Jennifer KURZROK in Autism, 25-5 (July 2021)  

Public ISBD [article]  inAutism > 25-5 (July 2021) . - p.1395-1408 Titre : Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KURZROK, Auteur ; Eileen MCBRIDE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1395-1408 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Caregiver Burden  Child  Humans  Parenting  Parents  Personal Satisfaction  autism spectrum disorder  parent training  parenting self-efficacy Index. décimale : PER Périodiques Résumé : What is already known about the topic?Parents of children with autism experience enormous challenges managing the complex needs of caring for their children. This includes coordinating multiple and complex therapies and acting as partners in treatment. Parenting self-efficacy is the confidence a person has in their ability to manage the tasks that are part of raising a child. People who have more confidence, or greater parenting self-efficacy, often feel less stressed and are more able to manage the demands of family life. This is particularly important for parents with children who have autism spectrum disorder, since they experience more parenting pressures. Although a lot is known about parenting self-efficacy in parents of neurotypical children, we do not know enough about how to help parents of children with autism spectrum disorder develop greater parenting self-efficacy.What this paper adds?This study shows that parents gain a greater sense of parenting self-efficacy when they feel more involved in their child's therapy and are more satisfied with the training they receive as part of these therapies. We also find that feeling pressure related to being a caregiver of a child with autism spectrum disorder can undermine autism-specific parenting self-efficacy. However, parents' sense of confidence was not limited by the severity of their child's symptoms.Implications for practice, research, or policyThe results suggest that there is an opportunity to help parents develop a greater sense of confidence in their ability to manage the complexities of raising a child with autism spectrum disorder by helping them feel more involved in treatment and by creating intervention-related training experiences that are more satisfying. Providers might also help by taking time to address the challenges and pressures that parents are experiencing, and helping them find ways to deal with these challenges. We suggest that there needs to be more research exploring how providers can best design interventions that support autism-specific parenting self-efficacy as a way of improving parental and child well-being. En ligne : http://dx.doi.org/10.1177/1362361321990931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden [Texte imprimé et/ou numérique] / Jennifer KURZROK, Auteur ; Eileen MCBRIDE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1395-1408. Langues : Anglais (eng) in Autism > 25-5 (July 2021) . - p.1395-1408 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Caregiver Burden  Child  Humans  Parenting  Parents  Personal Satisfaction  autism spectrum disorder  parent training  parenting self-efficacy Index. décimale : PER Périodiques Résumé : What is already known about the topic?Parents of children with autism experience enormous challenges managing the complex needs of caring for their children. This includes coordinating multiple and complex therapies and acting as partners in treatment. Parenting self-efficacy is the confidence a person has in their ability to manage the tasks that are part of raising a child. People who have more confidence, or greater parenting self-efficacy, often feel less stressed and are more able to manage the demands of family life. This is particularly important for parents with children who have autism spectrum disorder, since they experience more parenting pressures. Although a lot is known about parenting self-efficacy in parents of neurotypical children, we do not know enough about how to help parents of children with autism spectrum disorder develop greater parenting self-efficacy.What this paper adds?This study shows that parents gain a greater sense of parenting self-efficacy when they feel more involved in their child's therapy and are more satisfied with the training they receive as part of these therapies. We also find that feeling pressure related to being a caregiver of a child with autism spectrum disorder can undermine autism-specific parenting self-efficacy. However, parents' sense of confidence was not limited by the severity of their child's symptoms.Implications for practice, research, or policyThe results suggest that there is an opportunity to help parents develop a greater sense of confidence in their ability to manage the complexities of raising a child with autism spectrum disorder by helping them feel more involved in treatment and by creating intervention-related training experiences that are more satisfying. Providers might also help by taking time to address the challenges and pressures that parents are experiencing, and helping them find ways to deal with these challenges. We suggest that there needs to be more research exploring how providers can best design interventions that support autism-specific parenting self-efficacy as a way of improving parental and child well-being. En ligne : http://dx.doi.org/10.1177/1362361321990931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden / Jennifer KURZROK in Autism, 26-5 (July 2022)  

Public ISBD [article]  inAutism > 26-5 (July 2022) . - p.1395-1408 Titre : Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer KURZROK, Auteur ; Eileen MCBRIDE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1395-1408 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Caregiver Burden  Child  Humans  Parenting  Parents  Personal Satisfaction  autism spectrum disorder  parent training  parenting self-efficacy Index. décimale : PER Périodiques Résumé : What is already known about the topic?Parents of children with autism experience enormous challenges managing the complex needs of caring for their children. This includes coordinating multiple and complex therapies and acting as partners in treatment. Parenting self-efficacy is the confidence a person has in their ability to manage the tasks that are part of raising a child. People who have more confidence, or greater parenting self-efficacy, often feel less stressed and are more able to manage the demands of family life. This is particularly important for parents with children who have autism spectrum disorder, since they experience more parenting pressures. Although a lot is known about parenting self-efficacy in parents of neurotypical children, we do not know enough about how to help parents of children with autism spectrum disorder develop greater parenting self-efficacy.What this paper adds?This study shows that parents gain a greater sense of parenting self-efficacy when they feel more involved in their child's therapy and are more satisfied with the training they receive as part of these therapies. We also find that feeling pressure related to being a caregiver of a child with autism spectrum disorder can undermine autism-specific parenting self-efficacy. However, parents' sense of confidence was not limited by the severity of their child's symptoms.Implications for practice, research, or policyThe results suggest that there is an opportunity to help parents develop a greater sense of confidence in their ability to manage the complexities of raising a child with autism spectrum disorder by helping them feel more involved in treatment and by creating intervention-related training experiences that are more satisfying. Providers might also help by taking time to address the challenges and pressures that parents are experiencing, and helping them find ways to deal with these challenges. We suggest that there needs to be more research exploring how providers can best design interventions that support autism-specific parenting self-efficacy as a way of improving parental and child well-being. En ligne : http://dx.doi.org/10.1177/1362361321990931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Autism-specific parenting self-efficacy: An examination of the role of parent-reported intervention involvement, satisfaction with intervention-related training, and caregiver burden [Texte imprimé et/ou numérique] / Jennifer KURZROK, Auteur ; Eileen MCBRIDE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1395-1408. Langues : Anglais (eng) in Autism > 26-5 (July 2022) . - p.1395-1408 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder/therapy  Caregiver Burden  Child  Humans  Parenting  Parents  Personal Satisfaction  autism spectrum disorder  parent training  parenting self-efficacy Index. décimale : PER Périodiques Résumé : What is already known about the topic?Parents of children with autism experience enormous challenges managing the complex needs of caring for their children. This includes coordinating multiple and complex therapies and acting as partners in treatment. Parenting self-efficacy is the confidence a person has in their ability to manage the tasks that are part of raising a child. People who have more confidence, or greater parenting self-efficacy, often feel less stressed and are more able to manage the demands of family life. This is particularly important for parents with children who have autism spectrum disorder, since they experience more parenting pressures. Although a lot is known about parenting self-efficacy in parents of neurotypical children, we do not know enough about how to help parents of children with autism spectrum disorder develop greater parenting self-efficacy.What this paper adds?This study shows that parents gain a greater sense of parenting self-efficacy when they feel more involved in their child's therapy and are more satisfied with the training they receive as part of these therapies. We also find that feeling pressure related to being a caregiver of a child with autism spectrum disorder can undermine autism-specific parenting self-efficacy. However, parents' sense of confidence was not limited by the severity of their child's symptoms.Implications for practice, research, or policyThe results suggest that there is an opportunity to help parents develop a greater sense of confidence in their ability to manage the complexities of raising a child with autism spectrum disorder by helping them feel more involved in treatment and by creating intervention-related training experiences that are more satisfying. Providers might also help by taking time to address the challenges and pressures that parents are experiencing, and helping them find ways to deal with these challenges. We suggest that there needs to be more research exploring how providers can best design interventions that support autism-specific parenting self-efficacy as a way of improving parental and child well-being. En ligne : http://dx.doi.org/10.1177/1362361321990931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

Judgments of social awkwardness from brief exposure to children with and without high-functioning autism / Ruth B. GROSSMAN in Autism, 19-5 (July 2015)  

Public ISBD [article]  inAutism > 19-5 (July 2015) . - p.580-587 Titre : Judgments of social awkwardness from brief exposure to children with and without high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Ruth B. GROSSMAN, Auteur Article en page(s) : p.580-587 Langues : Anglais (eng) Mots-clés : autism  facial and vocal expressions  first impressions  social awkwardness  thin slices  zero-acquaintance Index. décimale : PER Périodiques Résumé : We form first impressions of many traits based on very short interactions. This study examines whether typical adults judge children with high-functioning autism to be more socially awkward than their typically developing peers based on very brief exposure to still images, audio-visual, video-only, or audio-only information. We used video and audio recordings of children with and without high-functioning autism captured during a story-retelling task. Typically developing adults were presented with 1?s and 3?s clips of these children, as well as still images, and asked to judge whether the person in the clip was socially awkward. Our findings show that participants who are naïve to diagnostic differences between the children in the clips judged children with high-functioning autism to be socially awkward at a significantly higher rate than their typically developing peers. These results remain consistent for exposures as short as 1?s to visual and/or auditory information, as well as for still images. These data suggest that typical adults use subtle nonverbal and non-linguistic cues produced by children with high-functioning autism to form rapid judgments of social awkwardness with the potential for significant repercussions in social interactions. En ligne : http://dx.doi.org/10.1177/1362361314536937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Judgments of social awkwardness from brief exposure to children with and without high-functioning autism [Texte imprimé et/ou numérique] / Ruth B. GROSSMAN, Auteur . - p.580-587. Langues : Anglais (eng) in Autism > 19-5 (July 2015) . - p.580-587 Mots-clés : autism  facial and vocal expressions  first impressions  social awkwardness  thin slices  zero-acquaintance Index. décimale : PER Périodiques Résumé : We form first impressions of many traits based on very short interactions. This study examines whether typical adults judge children with high-functioning autism to be more socially awkward than their typically developing peers based on very brief exposure to still images, audio-visual, video-only, or audio-only information. We used video and audio recordings of children with and without high-functioning autism captured during a story-retelling task. Typically developing adults were presented with 1?s and 3?s clips of these children, as well as still images, and asked to judge whether the person in the clip was socially awkward. Our findings show that participants who are naïve to diagnostic differences between the children in the clips judged children with high-functioning autism to be socially awkward at a significantly higher rate than their typically developing peers. These results remain consistent for exposures as short as 1?s to visual and/or auditory information, as well as for still images. These data suggest that typical adults use subtle nonverbal and non-linguistic cues produced by children with high-functioning autism to form rapid judgments of social awkwardness with the potential for significant repercussions in social interactions. En ligne : http://dx.doi.org/10.1177/1362361314536937 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Like, it’s important: The frequency and use of the discourse marker like in older autistic children / Rebekah JONES in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Like, it’s important: The frequency and use of the discourse marker like in older autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Rebekah JONES, Auteur ; Emily R. ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Langues : Anglais (eng) Mots-clés : autism spectrum disorders  expressive language  pragmatics  adolescents  school-age children Index. décimale : PER Périodiques Résumé : Background & Aims Discourse markers, such as well or like, serve a variety of functions to support conversational reciprocity: filling pauses, aiding word-finding, and modulating turn-taking by holding the conversational floor. Previous research shows that autistic individuals use discourse markers less frequently than non-autistic (NonAu) peers; however, the discourse marker like has not been included in that research, despite its ubiquitous use by NonAu individuals, and despite the fact that like serves important pragmatic functions that are not encoded by any other discourse marker. Specifically, like signals to the listener that the content of upcoming speech is 1) Important/new; 2) Loose/approximate; 3) Reformulative; or 4) Quotative. The current study addresses this gap in the literature by comparing the frequency of discourse marker like use between older autistic and non-autistic children as well as exploring patterns of usage between the four like functions. Methods Twenty-one 10-to-17-year-old children on the autism spectrum and 20 NonAu peers ”statistically matched on age, sex, IQ and language scores ”engaged in a semi-structured interview with a researcher. Uses of discourse-marker like were identified from written transcripts of interviews and each use was categorized into one of the four functions. Results There were no significant differences in like frequencies between groups, nor were there differences in relative proportions of functions used by each group. Conclusions Research consistently indicates that autistic individuals use discourse markers significantly less often than their NonAu counterparts, but the findings from our study suggest that this pattern does not persist to all such markers. This group of older autistic children use like as often as their peers and use it to signify similar information about upcoming speech to their listener. En ligne : http://dx.doi.org/10.1177/23969415221129132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Like, it’s important: The frequency and use of the discourse marker like in older autistic children [Texte imprimé et/ou numérique] / Rebekah JONES, Auteur ; Emily R. ZANE, Auteur ; Ruth B. GROSSMAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : autism spectrum disorders  expressive language  pragmatics  adolescents  school-age children Index. décimale : PER Périodiques Résumé : Background & Aims Discourse markers, such as well or like, serve a variety of functions to support conversational reciprocity: filling pauses, aiding word-finding, and modulating turn-taking by holding the conversational floor. Previous research shows that autistic individuals use discourse markers less frequently than non-autistic (NonAu) peers; however, the discourse marker like has not been included in that research, despite its ubiquitous use by NonAu individuals, and despite the fact that like serves important pragmatic functions that are not encoded by any other discourse marker. Specifically, like signals to the listener that the content of upcoming speech is 1) Important/new; 2) Loose/approximate; 3) Reformulative; or 4) Quotative. The current study addresses this gap in the literature by comparing the frequency of discourse marker like use between older autistic and non-autistic children as well as exploring patterns of usage between the four like functions. Methods Twenty-one 10-to-17-year-old children on the autism spectrum and 20 NonAu peers ”statistically matched on age, sex, IQ and language scores ”engaged in a semi-structured interview with a researcher. Uses of discourse-marker like were identified from written transcripts of interviews and each use was categorized into one of the four functions. Results There were no significant differences in like frequencies between groups, nor were there differences in relative proportions of functions used by each group. Conclusions Research consistently indicates that autistic individuals use discourse markers significantly less often than their NonAu counterparts, but the findings from our study suggest that this pattern does not persist to all such markers. This group of older autistic children use like as often as their peers and use it to signify similar information about upcoming speech to their listener. En ligne : http://dx.doi.org/10.1177/23969415221129132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

“Look who's talking!” Gaze Patterns for Implicit and Explicit Audio-Visual Speech Synchrony Detection in Children With High-Functioning Autism / Ruth B. GROSSMAN in Autism Research, 8-3 (June 2015)  

Public ISBD [article]  inAutism Research > 8-3 (June 2015) . - p.307-316 Titre : “Look who's talking!” Gaze Patterns for Implicit and Explicit Audio-Visual Speech Synchrony Detection in Children With High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Ruth B. GROSSMAN, Auteur ; Erin STEINHART, Auteur ; Teresa MITCHELL, Auteur ; William MCILVANE, Auteur Article en page(s) : p.307-316 Langues : Anglais (eng) Mots-clés : face perception  audio-visual integration  high-functioning autism  eye tracking  mouth-directed gaze Index. décimale : PER Périodiques Résumé : Conversation requires integration of information from faces and voices to fully understand the speaker's message. To detect auditory-visual asynchrony of speech, listeners must integrate visual movements of the face, particularly the mouth, with auditory speech information. Individuals with autism spectrum disorder may be less successful at such multisensory integration, despite their demonstrated preference for looking at the mouth region of a speaker. We showed participants (individuals with and without high-functioning autism (HFA) aged 8–19) a split-screen video of two identical individuals speaking side by side. Only one of the speakers was in synchrony with the corresponding audio track and synchrony switched between the two speakers every few seconds. Participants were asked to watch the video without further instructions (implicit condition) or to specifically watch the in-synch speaker (explicit condition). We recorded which part of the screen and face their eyes targeted. Both groups looked at the in-synch video significantly more with explicit instructions. However, participants with HFA looked at the in-synch video less than typically developing (TD) peers and did not increase their gaze time as much as TD participants in the explicit task. Importantly, the HFA group looked significantly less at the mouth than their TD peers, and significantly more at non-face regions of the image. There were no between-group differences for eye-directed gaze. Overall, individuals with HFA spend less time looking at the crucially important mouth region of the face during auditory-visual speech integration, which is maladaptive gaze behavior for this type of task. En ligne : http://dx.doi.org/10.1002/aur.1447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] “Look who's talking!” Gaze Patterns for Implicit and Explicit Audio-Visual Speech Synchrony Detection in Children With High-Functioning Autism [Texte imprimé et/ou numérique] / Ruth B. GROSSMAN, Auteur ; Erin STEINHART, Auteur ; Teresa MITCHELL, Auteur ; William MCILVANE, Auteur . - p.307-316. Langues : Anglais (eng) in Autism Research > 8-3 (June 2015) . - p.307-316 Mots-clés : face perception  audio-visual integration  high-functioning autism  eye tracking  mouth-directed gaze Index. décimale : PER Périodiques Résumé : Conversation requires integration of information from faces and voices to fully understand the speaker's message. To detect auditory-visual asynchrony of speech, listeners must integrate visual movements of the face, particularly the mouth, with auditory speech information. Individuals with autism spectrum disorder may be less successful at such multisensory integration, despite their demonstrated preference for looking at the mouth region of a speaker. We showed participants (individuals with and without high-functioning autism (HFA) aged 8–19) a split-screen video of two identical individuals speaking side by side. Only one of the speakers was in synchrony with the corresponding audio track and synchrony switched between the two speakers every few seconds. Participants were asked to watch the video without further instructions (implicit condition) or to specifically watch the in-synch speaker (explicit condition). We recorded which part of the screen and face their eyes targeted. Both groups looked at the in-synch video significantly more with explicit instructions. However, participants with HFA looked at the in-synch video less than typically developing (TD) peers and did not increase their gaze time as much as TD participants in the explicit task. Importantly, the HFA group looked significantly less at the mouth than their TD peers, and significantly more at non-face regions of the image. There were no between-group differences for eye-directed gaze. Overall, individuals with HFA spend less time looking at the crucially important mouth region of the face during auditory-visual speech integration, which is maladaptive gaze behavior for this type of task. En ligne : http://dx.doi.org/10.1002/aur.1447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Normal but Different: Autistic Adolescents Who Score Within Normal Ranges on Standardized Language Tests Produce Frequent Linguistic Irregularities in Spontaneous Discourse / Emily R. ZANE in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Quality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD / Ruth B. GROSSMAN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

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Reading faces for information about words and emotions in adolescents with autism / Ruth B. GROSSMAN in Research in Autism Spectrum Disorders, 2-4 (October 2008)  

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Slipped lips: onset asynchrony detection of auditory-visual language in autism / Ruth B. GROSSMAN in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)  

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"Who Said That" Matching of Low- and High-Intensity Emotional Prosody to Facial Expressions by Adolescents with ASD / Ruth B. GROSSMAN in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

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