Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders

Ashworth, Maria; Palikara, Olympia; Herwegen, Jo Van

doi:10.1111/jar.12594

Cited by 45 publications

(46 citation statements)

References 47 publications

(83 reference statements)

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“…This relationship appeared to be specific to musical activities, as non-musical family activities were not associated with attachment when controlling for these parenting and demographic variables. Greater parenting stress and anxiety are frequently observed in parents of children with specific developmental disabilities, and as evident in the current study and prior literature, both stress and parenting efficacy relate to parent-child attachment (Ashworth et al, 2019;Goodman & Glenwick, 2012;Keenan et al, 2016;Phillips et al, 2017). Yet, even when considering these important contributors to parent-child attachment, the current study suggests that music may be a viable medium for supporting the parent-child relationship across developmentally diverse children and families.…”

Section: Discussionsupporting

confidence: 74%

Survey of the Home Music Environment of Children with Various Developmental Profiles

Steinberg¹,

Cm²,

Liu³

et al. 2020

Preprint

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Families with young children with and without developmental disabilities often engage in musical experiences in the home. These parent-child musical activities are associated with positive outcomes for children and parents and may be a context to help foster strong parent-child relationships. However, little is known about how musical experiences differ across diagnostic groups or their relevance to parent-child attachment. Using an online questionnaire, the current study examined musical experiences and their relationship with parent-child attachment for 340 families with young children with typical and atypical development. Musical experiences were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child attachment, even when controlling for relevant variables. Promoting musical experiences may be an accessible way to support the parent-child relationship across diagnostic groups with implications for informal music engagement and parent-child therapy.

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Section: Discussionsupporting

confidence: 74%

Survey of the Home Music Environment of Children with Various Developmental Profiles

Steinberg¹,

Cm²,

Liu³

et al. 2020

Preprint

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show abstract

“…At the same time, children with ASD, WS, and DS may exhibit impairments in social attention, communication, and emotion regulation and unclear play behaviors, all of which may impact parents' responsiveness and affective attachment to their child (Baptista et al, 2018;Goodman & Glenwick, 2012;Spiker et al, 2002). Also, compared to parents of children with TD, parents of children with developmental disabilities often have elevated levels of parent stress and mental health concerns (Ashworth et al, 2019;Keenan et al, 2016;Pastor-Cerezuela et al, 2020). This is particularly observed in parents of children with ASD and may relate to children's social and behavioral challenges (Eisenhower et al, 2005;Pastor-Cerezuala et al, 2020).…”

Section: Music and Parent-child Affective Attachmentmentioning

confidence: 99%

Survey of the home music environment of children with various developmental profiles

Steinberg

Shivers

Liu

et al. 2021

Journal of Applied Developmental Psychology

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Families with young children with and without developmental disabilities often create a musically rich home environment. Parent-child music engagement, like singing play songs, is associated with positive outcomes for children, parents, and their relationship. However, little is known about if the home music environment differs across diagnostic groups and if parent-child music engagement relates to parent-child affective attachment across families of diagnostically diverse children. Using an online questionnaire, the current study examined the home music environment of 340 families with young children with typical and atypical development. A variety of musical activities were common in all diagnostic groups. Diagnostic groups differed in active musical engagement, potentially relating to the differing phenotypes of various developmental disabilities. Parent-child music engagement was associated with parent-child affective attachment, even when controlling for relevant variables. Promoting musical engagement at home and through parent-child therapy may be an accessible way to support parent-child relationships.

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“…Although children with WBS appear to be hypersociable when compared to ASD children, both populations share deficits in some socio‐communicative skills, such as, in preschool age, difficulty in shared attention, showing or giving objects and, in school age, difficulty in social relationships comprehension, pragmatic use of language, and emotion's recognition [Vivanti et al, 2018]. Reconsidering phenotypes similarities between WBS and ASD has presumably resulted in a renewed interest in cross‐syndrome studies on phenotypical, behavioral, biological and clinical comparison [Glod, Riby, & Rodgers, 2019; Ashworth, Palikara, & Van Herwegen, 2019; Hamner et al, 2019; Baptista et al, 2019; Lew et al, 2020; Ridley, Riby, & Leekam, 2020].…”

Section: Introductionmentioning

confidence: 99%

Comparison of Adaptive Functioning in Children with Williams Beuren Syndrome and Autism Spectrum Disorder: A Cross‐Syndrome Study

et al. 2020

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Williams Beuren syndrome (WBS) and autism spectrum disorder (ASD) have been long considered as “polar opposite” disorders. Although children with WBS appears to be hypersociable, recent researches have revealed difficulties in socio‐communicative skills such as shared attention, showing or giving objects, social relationships comprehension, pragmatic use of language, and emotion's recognition. The aim of this cross‐syndrome study is to compare clinician‐report adaptive profiles of two wide developmental range children by means of Vineland Adaptive Behavior Scales—Interview Edition, Survey Form. Eighty individuals, 40 with WBS and 40 with ASD (31 preschoolers and 49 scholars) with ASD and WBS matched for chronological age and developmental/cognitive level were recruited. Analysis of domains and subdomains have been reported. Results showed no significant difference in global adaptive level between WBS and ASD in both preschooler and scholar children. Communication domain significantly differ in preschoolers (higher in WBS children), but not in scholars. Expressive subdomain significantly differ in both preschoolers and scholars (higher in WBS children). Play and Leisure subdomain significantly differ in scholars (higher in WBS children), but not in preschoolers. Our results support hypothesis on a shared global adaptive impairment in children with WBS and ASD, by extending this findings to scholar‐age children. Analysis of domains and subdomains differences highlight the need for interventions targeting social‐pragmatic skills since first years of life. Differences in preschoolers and scholars adaptive profiles could be explained through a developmental perspective. Lay Summary Little is known about differences in adaptive profiles between Williams Beuren syndrome and autism spectrum disorder. Our results show similarities in global adaptive level and difference in communication level. Furthermore, expressive skills seem to be higher in Williams Beuren Syndrome. Autism Res 2021, 14: 748–758. © 2020 International Society for Autism Research and Wiley Periodicals LLC

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Comparing parental stress of children with neurodevelopmental disorders: The case of Williams syndrome, Down syndrome and autism spectrum disorders

Cited by 45 publications

References 47 publications

Survey of the Home Music Environment of Children with Various Developmental Profiles

Survey of the Home Music Environment of Children with Various Developmental Profiles

Survey of the home music environment of children with various developmental profiles

Comparison of Adaptive Functioning in Children with Williams Beuren Syndrome and Autism Spectrum Disorder: A Cross‐Syndrome Study

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