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Autism and externalizing behaviors: Buffering effects of parental emotion coaching / Beverly J. WILSON in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Autism and externalizing behaviors: Buffering effects of parental emotion coaching Type de document : Texte imprimé et/ou numérique Auteurs : Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur Article en page(s) : p.767-776 Langues : Anglais (eng) Mots-clés : Emotion coaching Autism spectrum disorders Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776[article] Autism and externalizing behaviors: Buffering effects of parental emotion coaching [Texte imprimé et/ou numérique] / Beverly J. WILSON, Auteur ; Jessica L. BERG, Auteur ; Megan E. ZURAWSKI, Auteur ; Kathleen A. KING, Auteur . - p.767-776.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.767-776
Mots-clés : Emotion coaching Autism spectrum disorders Externalizing behaviors Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the relation between parental emotion coaching and externalizing behaviors in children with autism spectrum disorders (ASD). Children with ASD often exhibit externalizing behaviors, particularly emotionally driven externalizing behaviors, at a higher rate than their typically developing peers. An examination of parental emotion coaching as a possible protective factor may inform future interventions. Participants included 66 children (44 typically developing and 22 with ASD), ages 3:0 to 6:11, who were matched on verbal mental age, and their parents. Parental emotion coaching and emotionally driven externalizing behaviors were coded individually based on audiotaped responses from parents who completed the Meta-Emotion Interview. Parents also reported on child externalizing behaviors using the Behavioral Assessment System for Children, Second Edition (BASC-2). ASD status predicted more parent-reported total externalizing behaviors on the BASC-2. Hierarchical multiple regression analyses indicated that parental emotion coaching moderated the relation between ASD status and emotionally driven externalizing behaviors, such that children with ASD whose parents provided high emotion coaching reported significantly fewer emotionally driven externalizing behaviors than children with ASD whose parents provided low emotion coaching. These findings suggest parental emotion coaching buffers the effects of ASD status on externalizing behaviors, and thus may be a potential area for intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial / Sophie S. HAVIGHURST in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)
[article]
Titre : Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial Type de document : Texte imprimé et/ou numérique Auteurs : Sophie S. HAVIGHURST, Auteur ; Katherine R. WILSON, Auteur ; Ann E. HARLEY, Auteur ; Margot PRIOR, Auteur ; Christiane KEHOE, Auteur Année de publication : 2010 Article en page(s) : p.1342-150 Langues : Anglais (eng) Mots-clés : Tuning in to Kids emotion coaching emotion socialization preschool children intervention prevention behavior problems parenting Index. décimale : PER Périodiques Résumé : Background: This study evaluated a new prevention and early intervention parenting program: Tuning in to Kids. The program aims to improve emotion socialization practices in parents of preschool children and is based on research evidence that parents’ responses to, and coaching of, their children’s emotions influence emotional and behavioral functioning in children.
Methods: Two hundred and sixteen primary caregiver parents of children aged 4.0–5.11 years were randomized into an intervention or waitlist control group. Parents in the intervention condition attended a 6-session group parenting program plus two booster sessions. Assessment occurred pre-intervention, post-intervention and at six-month follow-up. Questionnaires assessed parent emotion awareness and regulation, parent beliefs and practices of emotion socialization (emotion dismissing, emotion coaching, empathy) and child behavior (parent and teacher report). Observation of emotion socialization practices and child emotional knowledge was conducted pre-intervention and at follow-up with 161 parent–child dyads.
Results: Parents in the intervention condition reported significant improvements in their own emotion awareness and regulation, increases in emotion coaching, and decreases in emotionally dismissive beliefs and behaviors. There were increases in parents’ observed use of emotion labels and discussion of causes and consequences of emotions with their children. Child emotional knowledge improved, and reductions in child behavior problems were reported by parents and teachers.
Conclusions: This study provides support for the efficacy of a parenting intervention targeting parent emotion socialization practices that lead to improved child emotional knowledge and behavior. This preventative intervention targeting parents’ own emotion awareness and regulation, as well as emotional communication in parent–child relationships, is a promising addition to available parenting programs.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02303.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1342-150[article] Tuning in to Kids: improving emotion socialization practices in parents of preschool children – findings from a community trial [Texte imprimé et/ou numérique] / Sophie S. HAVIGHURST, Auteur ; Katherine R. WILSON, Auteur ; Ann E. HARLEY, Auteur ; Margot PRIOR, Auteur ; Christiane KEHOE, Auteur . - 2010 . - p.1342-150.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-12 (December 2010) . - p.1342-150
Mots-clés : Tuning in to Kids emotion coaching emotion socialization preschool children intervention prevention behavior problems parenting Index. décimale : PER Périodiques Résumé : Background: This study evaluated a new prevention and early intervention parenting program: Tuning in to Kids. The program aims to improve emotion socialization practices in parents of preschool children and is based on research evidence that parents’ responses to, and coaching of, their children’s emotions influence emotional and behavioral functioning in children.
Methods: Two hundred and sixteen primary caregiver parents of children aged 4.0–5.11 years were randomized into an intervention or waitlist control group. Parents in the intervention condition attended a 6-session group parenting program plus two booster sessions. Assessment occurred pre-intervention, post-intervention and at six-month follow-up. Questionnaires assessed parent emotion awareness and regulation, parent beliefs and practices of emotion socialization (emotion dismissing, emotion coaching, empathy) and child behavior (parent and teacher report). Observation of emotion socialization practices and child emotional knowledge was conducted pre-intervention and at follow-up with 161 parent–child dyads.
Results: Parents in the intervention condition reported significant improvements in their own emotion awareness and regulation, increases in emotion coaching, and decreases in emotionally dismissive beliefs and behaviors. There were increases in parents’ observed use of emotion labels and discussion of causes and consequences of emotions with their children. Child emotional knowledge improved, and reductions in child behavior problems were reported by parents and teachers.
Conclusions: This study provides support for the efficacy of a parenting intervention targeting parent emotion socialization practices that lead to improved child emotional knowledge and behavior. This preventative intervention targeting parents’ own emotion awareness and regulation, as well as emotional communication in parent–child relationships, is a promising addition to available parenting programs.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02303.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113