Disruptive Behavior Disorders in Adolescents With ASD: Comparisons to Youth With Intellectual Disability or Typical Cognitive Development

Remedial and Special Education

Eisenhower

2016

The purpose of this study was to identify how parents’ use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4–7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents’ use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions.

Section: Discussionmentioning

confidence: 89%

Young Children With ASD: Parent Strategies for Interaction During Adapted Book Reading Activity

Tipton

Remedial and Special Education

Eisenhower

2016

“…The second question asked whether the measures of mother well-being indicated greater distress when the youth also had clinical level disruptive behavior disorders. Previous examination of this sample found that the youth in the TD, ID, and ASD diagnostic groups differed significantly on every measure of behavior disorders examined (Baker and Blacher 2015). These included CBCL scales (Total, Externalizing and Internalizing broad bands, and ADHD, and ODD clinical scales) and DISC domains (ADHD, ODD).…”

Section: Mother Well-being and Child Disruptive Behavior Disordersmentioning

confidence: 93%

“…> 70, APA 2013), some studies included the full range of IQ. Although higher IQ is associated with lower likelihood of behavior disorders in children without ASD, the rates of behavior disorders in ASD are high in youth across the IQ spectrum (Baker and Blacher 2015;Simonoff et al 2008;Totsika et al 2011).…”

Section: Behavior Problems and Mental Disorders In Children With Id Omentioning

confidence: 99%

Collateral Effects of Youth Disruptive Behavior Disorders on Mothers’ Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development

Baker

2017

J Autism Dev Disord

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Disruptive behavior disorders were assessed in 160 youth aged 13 years, with Autism Spectrum Disorder (ASD, n = 48), intellectual disability (ID, n = 28), or typical development (TD, n = 84). Mothers' reported collateral effects on their psychological adjustment were related to both youth disability status and clinical level behavior disorders. More youth with ASD or ID had clinical level behavior disorders than their TD peers, and their mothers reported significantly higher personal stress and psychological symptoms, as well as lower positive impact of the youth on the family. The youth's clinical level behavior disorders accounted for these differences more than the diagnostic status. Mothers high in dispositional optimism reported the lowest stress and psychological symptoms in relationship to youth behavior challenges.

“…For example, when child problem behaviors and diagnosis were entered into the same analyses, the level of problem behaviors was the significant predictor of family outcomes [16•, 18, 43]. Furthermore, the addition of problem behaviors to a significant diagnosis, such as ID or ASD, can result in dramatic increases in stress, depression, and other mental health symptoms in mothers [44,45].…”

Section: Impact Of Child Characteristicsmentioning

confidence: 99%

Impact of Youth with Intellectual and Developmental Disabilities on Families: Balancing Perspectives

Bolourian

2016

Curr Dev Disord Rep

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The study of the impact of children or youth with intellectual and developmental disabilities on their families has grown increasingly complex. This is due, in part, to the multiple perspectives represented in research (e.g., mothers, fathers, siblings) and to the myriad of outcomes examined (e.g., negative vs. positive impact on families). Basic tenets set forth include encompassing theoretical models that can be used to integrate family research on impact, an evaluative discussion of the importance of child problem behaviors, and family socioeconomic status as vital to the discussion of family stress. Parenting behaviors that influence impact are also identified, with attention to important moderators of family outcomes that further elucidate processes over and above main effects research. The article concludes with a discussion of promising directions that may alter the impact of youth with intellectual and developmental disabilities on the family. Theoretical FrameworkOver the past few decades, research on families with children and youth with intellectual and developmental disabilities (IDD) has expanded, and new directions of focus have appeared. Greater emphasis has been placed on studying the whole family, rather than merely the child with a disability. Family system models holistically consider the individual with a disability, the parents/caregivers, as well as the interactional processes that exist (e.g., marital adjustment, parent-child relationships, sibling relationships) and the subsystems that affect them [1-4]. Bronfenbrenner's framework [5] has been considered a theoretical model that transformed the way many researchers approach the study of human development. He conceptualized the person and the family as the center focus, bounded by interrelated layers or systems. These systems are defined by interactional contexts, such as school, work, and overall social structure. Through this lens, one must assess the broader family context and the environment in which members are involved in order to understand the child's development. Although this emphasis was embodied in the seminal article by Crnic, Friedrich, and Greenberg [6], it remains relevant today and can help to integrate research on the multiple biological and environmental pathways that are reflected in the impact of a child with disability on the family [7,8].This paper utilizes the term Bintellectual and developmental disabilities^because it incorporates individuals with an IQ in the intellectual disability (ID) range as well as other conditions, notably autism, whose intelligence may or may not be in the ID range but who continue to struggle developmentally across adaptive domains. Throughout, we make no distinction unless there is a disability-specific point to be made.