No abstract

Evidence of psychological distress in families during COVID‐19 outbreak are arising. However, the perceived changes in psychological adjustment during home confinement with respect to the period before the pandemic have not been addressed yet. Moreover, little is known about the role of coparenting and specific COVID‐19 contextual variables on parental stress and children's behavioral difficulties in the Italian context. Using a cross‐sectional survey, we collected data on 841 Italian parents of children aged 3–11 years with typical development during the home confinement (20th April–18th May). We analyzed levels of parental stress, coparenting, and child externalizing behaviors before and during the home confinement. Additionally, hierarchical regressions were performed to investigate predictors of parental stress and child externalizing behaviors during the lockdown. Results showed that parental stress (especially in mothers) and child externalizing behaviors increased during the lockdown period. Coparenting was a strong predictor of parental stress, together with being a mother, younger child age, less time dedicated to the child, and scarce feasibility of remote working. Besides, child externalizing behaviors were predicted by male gender, less parental time dedicated to the child, higher parental stress, and child distance learning workload. Our findings indicate a negative impact of COVID‐19 lockdown in both parents and children, suggesting that positive coparenting and time dedicated to children may help to reduce the detrimental effect of pandemic restrictions on family adjustment.

Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.

Background: Emotional availability (EA) is a dyadic relationship construct that can be considered an index of emotional quality of parent-child interaction. Using this construct, some research showed that both parent and child components of EA reflect key aspects of the parent-child relationship, but there are few studies that investigated these aspects in families with children with Autism Spectrum Disorder (ASD). The present study addresses several specific issues about the emotional availability of parents of children diagnosed with Autism Spectrum Disorder (ASD). Method: We observed free-play interactions of 40 children with ASD (chronological age = 41.6 months, SD = 12; M mental age = 30.9 months, SD = 13.3) playing separately with their mothers and fathers one by one. We coded each parent-child dyad using the Emotional Availability Scales (EAS, Biringen, 2008). Results: Findings showed that mothers and fathers were equally emotionally available to their children. There were no differences between the two in parents' EA scales nor in their associations with child level of functioning and severity of the symptoms. In addition, children showed similar mean levels of Responsiveness and Involvement in mother-child and father-child interactions. However, children's emotional availability was associated to their cognitive functioning and the severity of their symptoms. Conclusions: The emotional quality of dyadic interaction is equal in mother-child and father-child dyads in families of children with ASD. We discuss the clinical utility of the EA Scales for assessing relationship between parents and their children with ASD and we speculate the possible relevance of our findings on father-child relationship for future intervention studies involving fathers on par with mothers.

The purpose of the present study was to analyze mother-child collaborative play in children with Autism Spectrum Disorders (ASD) compared to children with Down Syndrome (DS) and typical developing children (TD). Children with ASD are often described as having deficient play skills, particularly in the symbolic domain. Caregivers’ involvement in child play activities increases the structural complexity of playing in both typically developing children and children with disabilities. Participants included 75 mothers and their children with ASD (n = 25), with down syndrome (n = 25) and with typical development (n = 25). Mother–child play sessions were analyzed using a coding system for exploratory and symbolic play. Results indicated that children with ASD showed more exploratory play compared to children in the other groups. No significant differences emerged between the three groups for child symbolic play or for mother play. These findings are discussed in relation to the debate about functional and symbolic play in children with ASD and in relation to the importance of setting and age for play assessment.