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Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors / Hannah BOONEN in Research in Autism Spectrum Disorders, 8-6 (June 2014)
[article]
Titre : Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Hannah BOONEN, Auteur ; Jarymke MALJAARS, Auteur ; Greet LAMBRECHTS, Auteur ; Inge ZINK, Auteur ; Karla VAN LEEUWEN, Auteur ; Ilse NOENS, Auteur Article en page(s) : p.716-725 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Communication difficulties Parenting behaviors Index. décimale : PER Périodiques Résumé : Research has clearly demonstrated that behavior problems are common among children with ASD. These co-occurring behavior problems place children with ASD and their families at risk for a range of negative outcomes. This questionnaire study aimed to investigate whether and how age, gender, and communication difficulties at the child level and parenting behaviors at the family level are associated with externalizing and internalizing problems among children with ASD (n = 206) and without ASD (n = 187) aged 6–12 years. Results indicated that pragmatic language difficulties of the child and negative controlling parenting behaviors both made a significant and unique contribution to externalizing behavior problems for the ASD group. In the control group, chronological age and pragmatic language difficulties were the most robust concurrent predictors of externalizing problems. With regard to internalizing problems, pragmatic language difficulties and ASD adapted parenting behaviors were significant predictors for both the ASD and control group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.716-725[article] Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors [Texte imprimé et/ou numérique] / Hannah BOONEN, Auteur ; Jarymke MALJAARS, Auteur ; Greet LAMBRECHTS, Auteur ; Inge ZINK, Auteur ; Karla VAN LEEUWEN, Auteur ; Ilse NOENS, Auteur . - p.716-725.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.716-725
Mots-clés : Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Communication difficulties Parenting behaviors Index. décimale : PER Périodiques Résumé : Research has clearly demonstrated that behavior problems are common among children with ASD. These co-occurring behavior problems place children with ASD and their families at risk for a range of negative outcomes. This questionnaire study aimed to investigate whether and how age, gender, and communication difficulties at the child level and parenting behaviors at the family level are associated with externalizing and internalizing problems among children with ASD (n = 206) and without ASD (n = 187) aged 6–12 years. Results indicated that pragmatic language difficulties of the child and negative controlling parenting behaviors both made a significant and unique contribution to externalizing behavior problems for the ASD group. In the control group, chronological age and pragmatic language difficulties were the most robust concurrent predictors of externalizing problems. With regard to internalizing problems, pragmatic language difficulties and ASD adapted parenting behaviors were significant predictors for both the ASD and control group. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Does puberty affect the development of behavior problems as a mediator, moderator, or unique predictor? / Adriene M. BELTZ in Development and Psychopathology, 32-4 (October 2020)
[article]
Titre : Does puberty affect the development of behavior problems as a mediator, moderator, or unique predictor? Type de document : Texte imprimé et/ou numérique Auteurs : Adriene M. BELTZ, Auteur ; Robin P. CORLEY, Auteur ; Sally J. WADSWORTH, Auteur ; Lisabeth F. DILALLA, Auteur ; Sheri A. BERENBAUM, Auteur Article en page(s) : p.1473-1485 Langues : Anglais (eng) Mots-clés : adolescent development externalizing behavior problems internalizing behavior problems pubertal timing Index. décimale : PER Périodiques Résumé : Pubertal timing matters for psychological development. Early maturation in girls is linked to risk for depression and externalizing problems in adolescence and possibly adulthood, and early and late maturation in boys are linked to depression. It is unclear whether pubertal timing uniquely predicts problems; it might instead mediate the continuity of behavior problems from childhood to adolescence or create psychological risk specifically in youth with existing problems, thus moderating the link. We investigated these issues in 534 girls and 550 boys, measuring pubertal timing by a logistic model fit to annual self-report measures of development and, in girls, age at menarche. Prepuberty internalizing and externalizing behavior problems were reported by parents. Adolescent behavior problems were reported by parents and youth. As expected, behavior problems were moderately stable. Pubertal timing was not predicted by childhood problems, so it did not mediate the continuity of behavior problems from childhood to adolescence. Pubertal timing did not moderate links between early and later problems for girls. For boys, early maturation accentuated the link between childhood problems and adolescent substance use. Overall, the replicated links between puberty and behavior problems appear to reflect the unique effects of puberty and child behavior problems on the development of adolescent behavior problems. En ligne : http://dx.doi.org/10.1017/s095457941900141x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Development and Psychopathology > 32-4 (October 2020) . - p.1473-1485[article] Does puberty affect the development of behavior problems as a mediator, moderator, or unique predictor? [Texte imprimé et/ou numérique] / Adriene M. BELTZ, Auteur ; Robin P. CORLEY, Auteur ; Sally J. WADSWORTH, Auteur ; Lisabeth F. DILALLA, Auteur ; Sheri A. BERENBAUM, Auteur . - p.1473-1485.
Langues : Anglais (eng)
in Development and Psychopathology > 32-4 (October 2020) . - p.1473-1485
Mots-clés : adolescent development externalizing behavior problems internalizing behavior problems pubertal timing Index. décimale : PER Périodiques Résumé : Pubertal timing matters for psychological development. Early maturation in girls is linked to risk for depression and externalizing problems in adolescence and possibly adulthood, and early and late maturation in boys are linked to depression. It is unclear whether pubertal timing uniquely predicts problems; it might instead mediate the continuity of behavior problems from childhood to adolescence or create psychological risk specifically in youth with existing problems, thus moderating the link. We investigated these issues in 534 girls and 550 boys, measuring pubertal timing by a logistic model fit to annual self-report measures of development and, in girls, age at menarche. Prepuberty internalizing and externalizing behavior problems were reported by parents. Adolescent behavior problems were reported by parents and youth. As expected, behavior problems were moderately stable. Pubertal timing was not predicted by childhood problems, so it did not mediate the continuity of behavior problems from childhood to adolescence. Pubertal timing did not moderate links between early and later problems for girls. For boys, early maturation accentuated the link between childhood problems and adolescent substance use. Overall, the replicated links between puberty and behavior problems appear to reflect the unique effects of puberty and child behavior problems on the development of adolescent behavior problems. En ligne : http://dx.doi.org/10.1017/s095457941900141x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder / Jarymke MALJAARS in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
[article]
Titre : Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jarymke MALJAARS, Auteur ; Hannah BOONEN, Auteur ; Greet LAMBRECHTS, Auteur ; Karla LEEUWEN, Auteur ; Ilse NOENS, Auteur Article en page(s) : p.501-512 Langues : Anglais (eng) Mots-clés : Parenting behavior Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Index. décimale : PER Périodiques Résumé : Parents of a child with autism spectrum disorder (ASD) face specific challenges in parenting, but concrete parenting behavior has never been properly investigated in these families. This exploratory questionnaire study compared parenting behaviors among mothers of children and adolescents with ASD (n = 552) and without ASD (n = 437) and examined associations between child behavior problems and parenting behavior. Results showed that mothers of children with ASD reported significantly lower scores on Rules and Discipline and higher scores on Positive Parenting, Stimulating the Development, and Adapting the Environment. Age was differently related to parenting behavior in the ASD versus control group. Furthermore, distinctive correlation patterns between parenting behavior and externalizing or internalizing behavior problems were found for both groups. En ligne : http://dx.doi.org/10.1007/s10803-013-1894-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.501-512[article] Maternal Parenting Behavior and Child Behavior Problems in Families of Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jarymke MALJAARS, Auteur ; Hannah BOONEN, Auteur ; Greet LAMBRECHTS, Auteur ; Karla LEEUWEN, Auteur ; Ilse NOENS, Auteur . - p.501-512.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.501-512
Mots-clés : Parenting behavior Autism spectrum disorder Externalizing behavior problems Internalizing behavior problems Index. décimale : PER Périodiques Résumé : Parents of a child with autism spectrum disorder (ASD) face specific challenges in parenting, but concrete parenting behavior has never been properly investigated in these families. This exploratory questionnaire study compared parenting behaviors among mothers of children and adolescents with ASD (n = 552) and without ASD (n = 437) and examined associations between child behavior problems and parenting behavior. Results showed that mothers of children with ASD reported significantly lower scores on Rules and Discipline and higher scores on Positive Parenting, Stimulating the Development, and Adapting the Environment. Age was differently related to parenting behavior in the ASD versus control group. Furthermore, distinctive correlation patterns between parenting behavior and externalizing or internalizing behavior problems were found for both groups. En ligne : http://dx.doi.org/10.1007/s10803-013-1894-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children / George M. REALMUTO in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
[article]
Titre : Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children Type de document : Texte imprimé et/ou numérique Auteurs : George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur Année de publication : 2000 Article en page(s) : p.181-190 Langues : Anglais (eng) Mots-clés : Peer reputation externalizing behavior problems internalizing behavior problems assessment disruptive behavior high-risk studies peer relationships prediction school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190[article] Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children [Texte imprimé et/ou numérique] / George M. REALMUTO, Auteur ; Gerald J. AUGUST, Auteur ; Joel M. HEKTNER, Auteur . - 2000 . - p.181-190.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.181-190
Mots-clés : Peer reputation externalizing behavior problems internalizing behavior problems assessment disruptive behavior high-risk studies peer relationships prediction school children Index. décimale : PER Périodiques Résumé : In a prospective, longitudinal study with community samples of disruptive and nondisruptive children, the predictive relations between peer-assessed dimensions of behavioral reputation in elementary school and teacher-rated behavioral adjustment and test scores of academic achievement were examined over a 4-year period. The Revised Class Play (RCP), a social role matching instrument completed by students about their classmates, was used to assess behavioral dimensions of children's peer reputation at baseline. Regression analyses showed that the RCP dimensions of aggressive-disruptive, sensitive-isolated, and social etiquette were the best predictors of later teacher-rated externalizing problems, internalizing problems, and subsequent adaptive skills respectively. Only IQ predicted later academic achievement. When IQ and disruptive/nondisruptive group status were added to each regression equation they further contributed as significant predictors. When parent and teacher ratings of behavior problems at baseline were entered jointly with RCP dimensions into regression equations, the peer dimensions further explained outcome variance. Additive effects of the RCP dimensions were found only for the externalizing problems outcome. Disruptive children with mild levels of aggressive behavior and high levels of sensitive-isolated behavior had less externalizing problems at outcome. A comparison of the difference between disruptive and nondisruptive groups in the relationship of baseline RCP scores to teacher outcomes showed no difference between groups, suggesting that the groups did not depart appreciably from their initial differences relative to each other over time. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125