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 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] / 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 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] / 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

Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation / Holly MATTHEWMAN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018 Titre : Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation Type de document : texte imprimé Auteurs : Holly MATTHEWMAN, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1007-1018 Langues : Anglais (eng) Mots-clés : Adolescent  Auditory Perception  Autism Spectrum Disorder  Communication  Comprehension  Humans  Autism spectrum disorder  Backchanneling  Conversation  Eye contact  Gaze  Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation [texte imprimé] / Holly MATTHEWMAN, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1007-1018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018 Mots-clés : Adolescent  Auditory Perception  Autism Spectrum Disorder  Communication  Comprehension  Humans  Autism spectrum disorder  Backchanneling  Conversation  Eye contact  Gaze  Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks / Julia MERTENS in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3692-3703 Titre : How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks Type de document : texte imprimé Auteurs : Julia MERTENS, Auteur ; Emily R. ZANE, Auteur ; K. NEUMEYER, Auteur ; Ruth B. GROSSMAN, Auteur Année de publication : 2017 Article en page(s) : p.3692-3703 Langues : Anglais (eng) Mots-clés : Asd  Anxiety  Biophysiology  Standardized measures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit increased anxiety, even in non-stressful situations. We investigate general anxiousness (anxiety trait) and responses to stressful situations (anxiety state) in 22 adolescents with ASD and 32 typically developing controls. We measured trait anxiety with standardized self- and parent-reported questionnaires. We used a Biopac system to capture state anxiety via skin conductance responses, mean heart rate and heart rate variability during high- and low-anxiety tasks. Results reveal higher trait anxiety in adolescents with ASD (p < 0.05) and no group difference in state anxiety. Increased parent-reported trait anxiety may predict decreased state anxiety during high-stress conditions. Together, these findings suggest that higher trait anxiety may result in dampened physical responses to stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2979-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks [texte imprimé] / Julia MERTENS, Auteur ; Emily R. ZANE, Auteur ; K. NEUMEYER, Auteur ; Ruth B. GROSSMAN, Auteur . - 2017 . - p.3692-3703. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3692-3703 Mots-clés : Asd  Anxiety  Biophysiology  Standardized measures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit increased anxiety, even in non-stressful situations. We investigate general anxiousness (anxiety trait) and responses to stressful situations (anxiety state) in 22 adolescents with ASD and 32 typically developing controls. We measured trait anxiety with standardized self- and parent-reported questionnaires. We used a Biopac system to capture state anxiety via skin conductance responses, mean heart rate and heart rate variability during high- and low-anxiety tasks. Results reveal higher trait anxiety in adolescents with ASD (p < 0.05) and no group difference in state anxiety. Increased parent-reported trait anxiety may predict decreased state anxiety during high-stress conditions. Together, these findings suggest that higher trait anxiety may result in dampened physical responses to stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2979-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

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 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] / 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)  

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“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)  

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Motion-Capture Patterns of Voluntarily Mimicked Dynamic Facial Expressions in Children and Adolescents With and Without ASD / Emily ZANE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

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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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Perceptions of self and other: Social judgments and gaze patterns to videos of adolescents with and without autism spectrum disorder / Ruth B. GROSSMAN in Autism, 23-4 (May 2019)  

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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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Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers / Marisa NAGANO in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

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Toward a cumulative science of vocal markers of autism: A cross-linguistic meta-analysis-based investigation of acoustic markers in American and Danish autistic children / Riccardo FUSAROLI in Autism Research, 15-4 (April 2022)  

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