Bidirectional Relations between Parent Warmth and Criticism and the Symptoms and Behavior Problems of Children with Autism

Hickey, Emily; Bolt, Daniel M.; Rodriguez, Geovanna; Hartley, Sigan L.

doi:10.1007/s10802-020-00628-5

Cited by 28 publications

(18 citation statements)

References 51 publications

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“…Our findings are consistent with Baker et al (2019) who reported that AFMSS Critical Comments predicted concurrent child externalising behaviours. The relationship observed between Warmth and later child externalising behaviours also appears to mirror Hickey et al's (2020) findings where maternal Warmth -coded from the FMSS according to conventions in the original CFI (Brown & Rutter, 1966;Vaughan & Leff, 1976) -predicted later child behaviour.…”

Section: Afmss Subcomponentssupporting

confidence: 65%

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study

Smith

Sulek

Green

et al. 2021

Autism

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Many autistic children have co-occurring behavioural problems influencing core autism symptomology potentially relevant for intervention planning. Parental Expressed Emotion – reflecting critical, hostile and overprotective comments – contributes to understanding and predicting behaviour in autistic school-aged children, adolescents and adults and is typically measured using the Five-Minute Speech Sample. However, limitations exist for its use with parents of younger autistic children and so the Autism-Specific Five-Minute Speech Sample was adapted with the goal of better measuring parent Expressed Emotion in the context of childhood autism. The Autism-Specific Five-Minute Speech Sample has not yet been used to explore Expressed Emotion in parents of autistic preschoolers, nor has the relative predictive utility of the Autism-Specific Five-Minute Speech Sample and Five-Minute Speech Sample been evaluated in the same sample. We compared the two measures from speech samples provided by 51 Australian parents with newly diagnosed autistic preschoolers, including investigating their predictive value for concurrent and subsequent child internalising and externalising behaviour problems. While Autism-Specific Five-Minute Speech Sample Expressed Emotion and Five-Minute Speech Sample Expressed Emotion were associated in this sample, only Autism-Specific Five-Minute Speech Sample codes contributed significant predictive value for concurrent and subsequent child problem behaviour. These preliminary data strengthen the position that the Autism-Specific Five-Minute Speech Sample may better capture Expressed Emotion, than the Five-Minute Speech Sample, among parents of autistic preschool-aged children. Lay abstract Parental Expressed Emotion refers to the intensity and nature of emotion shown when a parent talks about their child, and has been linked to child behaviour outcomes. Parental Expressed Emotion has typically been measured using the Five-Minute Speech Sample; however, the Autism-Specific Five-Minute Speech Sample was developed to better capture Expressed Emotion for parents of children on the autism spectrum. In each case, parents are asked to talk for 5 min about their child and how they get along with their child. Parents’ statements are then coded for features such as number of positive and critical comments, or statements reflecting strong emotional involvement. While both the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample have been used with parents of autistic school-aged children, their relative usefulness for measuring Expressed Emotion in parents of preschool-aged children – including their links to child behaviour problems in this group – is unclear. We collected speech samples from 51 parents of newly diagnosed autistic preschoolers to investigate similarities and differences in results from the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample coding schemes. This included exploring the extent to which the Five-Minute Speech Sample and Autism-Specific Five-Minute Speech Sample, separately, or together, predicted current and future child behaviour problems. While the two measures were related, we found only the Autism-Specific Five-Minute Speech Sample – but not the Five-Minute Speech Sample – was related to child behavioural challenges. This adds support to the suggestion that the Autism-Specific Five-Minute Speech Sample may be a more useful measure of parental Expressed Emotion in this group, and provides a first step towards understanding how autistic children might be better supported by targeting parental Expressed Emotion.

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Section: Afmss Subcomponentssupporting

confidence: 65%

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study

Smith

Sulek

Green

et al. 2021

Autism

View full text Add to dashboard Cite

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“…Parenting and child behavior challenges additionally have a bidirectional relationship where an adult’s parenting choices and a child’s behavior mutually influence one another (Pearl et al, 2014 ; Serbin et al, 2015 ). This bidirectional relationship of parenting with child problem behaviors has additionally been found with families with fewer socioeconomic resources (Pearl et al, 2014 ), and for parents of children with disabilities (Hickey et al, 2020 ; Zaidman-Zait et al, 2014 ). Understanding the relationships between a parent’s family and contextual factors as well as their experiences of parenting stress can help to promote an understanding their PS.…”

Section: Family Contextual Factorsmentioning

confidence: 87%

Parenting Styles, Family Characteristics, and Teacher-Reported Behavioral Outcomes in Kindergarten

et al. 2023

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It is well established that parenting influences child behavior at home, but less is known about the associations between parenting and teacher reports of child behavior at school, an environment more distal from the home context. This study investigated the presence of authoritarian, authoritative, permissive, and uninvolved parenting styles (PS) in a community sample of 321 parents with kindergarteners (M age = 5.45 years) in the Northwestern United States. This study analyzed (1) which PS were present, (2) if PS was associated with family characteristics, (3) if teacher reported behavior problems in spring of children’s kindergarten year varied by PS, and (4) whether associations between PS and child behaviors were moderated by parenting stress. Study hypotheses were that PS would be associated with family characteristics, that teacher reported child behaviors would differ by PS, and that parenting stress would moderate the relationship between PS and behavior problems at school. Results indicated all PS were present. Chi-squares and ANOVA’s identified that PS were significantly associated with parenting stress and child problem behaviors. ANOVAs determined differences in parenting stress and problem behaviors depending on PS. ANOVAs revealed parenting stress moderated the relation between PS and child problem behavior. Few studies to date have analyzed the presence of all four PS among kindergarteners and the relationship this has with teacher-reported classroom behavioral concerns. This study sought to fill this gap as results have implications for targeted parenting prevention interventions to promote children’s social and behavioral adjustment during the transition to elementary school.

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“…Fifth, future explorations of family–school partnerships for autistic children would do well to integrate a more comprehensive consideration of the children at the center of the parent–teacher dyads. Adult perceptions arise from the context of the strengths and needs of the autistic children whom they support (e.g., child characteristics and parent functioning bidirectionally influence each other; Hickey et al, 2020). Future work integrating a multifaceted consideration of the autistic children in the context of family–school partnerships will yield a more nuanced understanding of mesosystemic dynamics.…”

Section: Discussionmentioning

confidence: 99%

Dimensions of family–school partnerships for autistic children: Context and congruence.

Santiago¹,

McIntyre²,

Garbacz³

2022

School Psychology

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Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk . However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1 N = 68 parents, child ages = 5-11; Time 2 parent-teacher dyad N = 22, child ages = 7-13). Results suggest that (a) higher appraisal of financial resources was associated with higher parent-reported family involvement after controlling for child autism spectrum disorder (ASD) characteristics and (b) higher parent-reported relationship quality and family involvement at one time were significantly associated with positive independent (parent and teacher) and congruent ratings of parent-teacher relationship quality 2 years later. Study limitations, future directions, and practical implications are discussed. Impact and ImplicationsThis study explored family-school partnerships among parents and teachers of autistic children. Findings suggest that (a) parents' perceptions of parent-teacher relationship quality at one time point were related to independent and congruent parent-teacher perceptions of their relationship about 2 years later and (b) parents' appraisals of lower family financial resources were associated with lower educational involvement. Findings highlight the importance of understanding families' perceptions of parent-teacher relationship quality and emphasizing these relationships in early years.

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Bidirectional Relations between Parent Warmth and Criticism and the Symptoms and Behavior Problems of Children with Autism

Cited by 28 publications

References 51 publications

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study

Relative predictive utility of the original and Autism-Specific Five-Minute Speech Samples for child behaviour problems in autistic preschoolers: A preliminary study

Parenting Styles, Family Characteristics, and Teacher-Reported Behavioral Outcomes in Kindergarten

Dimensions of family–school partnerships for autistic children: Context and congruence.

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