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Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / A. LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
[article]
Titre : Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD Type de document : Texte imprimé et/ou numérique Auteurs : A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.3582-3591 Langues : Anglais (eng) Mots-clés : Asd Autism Parent behaviors Parent-child interaction Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591[article] Parenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD [Texte imprimé et/ou numérique] / A. LOSH, Auteur ; L. A. TIPTON, Auteur ; A. EISENHOWER, Auteur ; Jan BLACHER, Auteur . - p.3582-3591.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3582-3591
Mots-clés : Asd Autism Parent behaviors Parent-child interaction Student-teacher relationships Index. décimale : PER Périodiques Résumé : Student-teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4-7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04065-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents / A. C. LAURENT in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
[article]
Titre : Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents Type de document : Texte imprimé et/ou numérique Auteurs : A. C. LAURENT, Auteur ; K. GORMAN, Auteur Article en page(s) : p.1249-1260 Langues : Anglais (eng) Mots-clés : Autism Emotional self-regulation Parent behaviors Sensory processing Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260[article] Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents [Texte imprimé et/ou numérique] / A. C. LAURENT, Auteur ; K. GORMAN, Auteur . - p.1249-1260.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260
Mots-clés : Autism Emotional self-regulation Parent behaviors Sensory processing Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352