Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors

Boonen, Hannah; Maljaars, Jarymke; Lambrechts, Greet; Zink, Inge; Leeuwen, Karla Van; Noens, Ilse

doi:10.1016/j.rasd.2014.03.008

Cited by 72 publications

(44 citation statements)

References 47 publications

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“…Additionally, parental ER predicts children's ability to control their own emotions [Bariola et al, 2012;Bridges, Denham, & Ganiban, 2004;Kopp, 1989;Thompson, 1994;Zeman, Cassano, Perry-Parrish, & Stegall, 2006]. In light of the relationship of ER between parents and their children, it is not surprising that better affective control in mothers and fathers is associated with fewer behavioral problems in their youngsters [Boonen et al, 2014;Hooven, Gottman, & Katz, 1995;Wilson, Berg, Zurawski, & King, 2013].…”

Section: Introductionmentioning

confidence: 99%

A non randomized mentalization intervention for parents of children with autism

et al. 2019

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Parents of children diagnosed with autism spectrum disorder (ASD) report higher levels of stress and other negative affective states than parents of typically developing children. One important resource in managing these heightened levels of negative affect is emotion regulation, which in turn depends upon the ability to recognize and understand one's own and others' mental states (referred to as mentalization or reflective functioning). In this study, parents of children with ASD either participated in a mentalization‐based group intervention (N = 36) or a delayed treatment (N = 28). Compared to delayed treatment participants, parents in the mentalization‐based group had increases in reflective functioning and in the belief that emotions can change. Moreover, they reported decreased behavioral and emotional symptoms in their children, and greater parental self‐efficacy. These preliminary findings support previous studies, which have shown that mentalization‐based interventions for parents lead to positive outcomes, and suggest that these findings may apply to a diverse population of parents such as those of children with broader autism phenotype or children with different neurological disorders. Further studies to evaluate the effects of the intervention are recommended. Autism Res 2019, 12: 1077–1086. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this study, parents of children with ASD participated in a group intervention designed to increase their awareness of mental states (their own and their children's) and to enhance their emotion regulation. Compared to delayed treatment parents, those in the intervention group showed increased awareness of developmental states, and reported increased belief that emotions can change and decreased levels of behavioral and emotional symptoms in their children.

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Section: Introductionmentioning

confidence: 99%

A non randomized mentalization intervention for parents of children with autism

et al. 2019

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“…experience more stress, anxiety, and depression than parents with typically developing (TD) children because of their own problems or the impairments and challenging behaviors of children with ASD (Beer and Ward 2013; Boonen et al 2014;Estes et al 2009). Because of such high parenting stress and more psychological symptoms, parents of children with ASD are more likely than parents of TD children to display unskilled parenting behavior (e.g., Gau et al 2010;van Steijn et al 2013).…”

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confidence: 99%

Mindful Parenting and Parenting Practices in Chinese Families of Children with Autism Spectrum Disorder

Ren

Han

et al. 2019

J Child Fam Stud

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Objectives Parenting children with autism spectrum disorder may be different from parenting typically developing children. The current study systematically compared mindful parenting and parenting practices in families of children with autism spectrum disorder and in families of typically developing children in China. Methods 167 biological parents (Mage = 37.87) of Chinese children with autism spectrum disorder and 167 biological parents (Mage = 38.04) of typical developing children completed questionnaires regarding mindful parenting and parenting practices. A multivariate analysis of variance was conducted to compare between the two types of families with parent/child gender effects on mindful parenting and parenting practices. Then a series of path analyses were also conducted to examine the associations between mindful parenting and parenting practices in the two types of families. Results Compared to parents of typically developing children, parents of children with autism spectrum disorder showed less listening with full attention, less proactive parenting, less supportiveness, more lax control, and more physical control to their children; in families of children with autism spectrum disorder (but not in families of typically developing children), fathers showed less proactive parenting and supportiveness to their children than mothers. We also found that parents’ listening with full attention and awareness of children’s emotions were significantly related to both positive and negative parenting practices in families of children with autism spectrum disorder. Conclusions Chinese parents of children with autism spectrum disorder and parents of typically developing children display different parenting behaviors. These findings can provide us more future directions in studying parenting behaviors in Chinese families of children with autism spectrum disorder.

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“…These few studies show that, in general, parenting stress (Bauminger, Solomon, & Rogers, 2010;Osborne, McHugh, Saunders, & Reed, 2008), controlling parenting (Boonen et al, 2014) and household chaos are positively related, whereas parental warmth (Midouhas, Yogaratnam, Flouri, & Charman, 2013) and limit setting (Osborne et al, 2008) are negatively related to problem behaviour in children with ASD. The findings about the role of family poverty in problem behaviour among children with ASD are more mixed.…”

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confidence: 99%

Poverty and the Growth of Emotional and Conduct Problems in Children with Autism With and Without Comorbid ADHD

Flouri

Midouhas

Charman

et al. 2015

J Autism Dev Disord

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We investigated the longitudinal relationship between socio-economic disadvantage (SED) and trajectories of emotional and conduct problems among children with autism spectrum disorder (ASD) who had comorbid attention deficit/hyperactivity disorder (ADHD; ASD+ADHD) or not (ASD-ADHD). The sample was 209 children with ASD who took part in the UK's Millennium Cohort Study. Trajectories of problems across ages 3, 5, and 7 years were analyzed using growth curve models. The ASD-ADHD group decreased in conduct problems over time but the ASD+ADHD group continued on a high trajectory. Although SED was not a risk factor for ASD+ADHD, it was associated with elevated emotional problems among children with ASD+ADHD. The effect of SED on emotional problems was not attenuated by parenting or peer problems. POVERTY AND CHILD BEHAVIOUR IN ASD AND ASD+ADHD2

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Behavior problems among school-aged children with autism spectrum disorder: Associations with children's communication difficulties and parenting behaviors

Cited by 72 publications

References 47 publications

A non randomized mentalization intervention for parents of children with autism

A non randomized mentalization intervention for parents of children with autism

Mindful Parenting and Parenting Practices in Chinese Families of Children with Autism Spectrum Disorder

Poverty and the Growth of Emotional and Conduct Problems in Children with Autism With and Without Comorbid ADHD

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