Emotional functioning and the development of internalizing and externalizing problems in young boys with and without autism spectrum disorder

Li, Boya; Bos, Marieke; Stockmann, Lex; Rieffe, Carolien

doi:10.1177/1362361319874644

Cited by 31 publications

(14 citation statements)

References 63 publications

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“…This study was part of a larger-scaled longitudinal research project on the social and emotional development of preschool children with limited access to a social learning environment, including children with hearing loss (Ketelaar et al, 2012), with developmental language disorder (Rieffe & Wiefferink, 2017), and with ASD (Broekhof et al, 2015;Li et al, 2020).…”

Section: Participants and Proceduresmentioning

confidence: 99%

See the self through others’ eyes: The development of moral emotions in young children with autism spectrum disorder

Tsou

Stockmann

et al. 2021

Dev Psychopathol

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Despite the important social functions of moral emotions, they are understudied in the autism spectrum disorder (ASD) population. This three-wave longitudinal study is among the first to examine the development of moral emotions and their associations with theory of mind in 3- to 7-year-old children with ASD, using observational tasks. One hundred and forty-two children (52 with ASD) were followed over a period of 2 years. We found that while the expressions of shame and guilt remained stable in non-ASD children, they decreased with age in children with ASD. No group differences were found in the levels or the developmental trajectories of pride. Besides, better false-belief understanding was uniquely related to the expressions of pride in children with ASD. Our findings highlight the importance of enhancing understanding of moral emotion development and related factors in children with ASD.

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Section: Participants and Proceduresmentioning

confidence: 99%

See the self through others’ eyes: The development of moral emotions in young children with autism spectrum disorder

Tsou

Stockmann

et al. 2021

Dev Psychopathol

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“…The majority of studies of the ABR in subjects with ASD over the past 40 years provide evidence that subjects with ASD have smaller amplitudes in waves I, II, III, IV, and V (Ornitz et al, 1972 ; Gillberg et al, 1983 ; Martineau et al, 1987 , 1992 ; Klin, 1993 ), longer latencies between waves I-III and waves I-V (Taylor et al, 1982 ), and longer latencies/slower responses (Ornitz, 1969 ; Student and Sohmer, 1978 ; Rosenblum et al, 1980 ; Sohmer, 1982 ; Tanguay et al, 1982 ; Gillberg et al, 1983 ; Sersen et al, 1990 ; Thivierge et al, 1990 ; Wong and Wong, 1991 ; Maziade et al, 2000 ; Kwon et al, 2007 ; Roth et al, 2012 ; Azouz et al, 2014 ; Taş et al, 2017 ; Miron et al, 2018 , 2021 ; Ramezani et al, 2019 ; Delgado et al, 2021 ; reviewed in Talge et al, 2018 ). These longer latency and lower amplitude responses have been attributed to the immaturity of brainstem circuits (Li et al, 2020 ). A recent study showed delays in speech-based ABRs (Chen et al, 2019 ) and reduced binaural interaction components (BIC) of the ABR in subjects with ASD (ElMoazen et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Central Auditory and Vestibular Dysfunction Are Key Features of Autism Spectrum Disorder

Mansour

Burchell

Kulesza

2021

Front. Integr. Neurosci.

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Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by repetitive behaviors, poor social skills, and difficulties with communication. Beyond these core signs and symptoms, the majority of subjects with ASD have some degree of auditory and vestibular dysfunction. Dysfunction in these sensory modalities is significant as normal cognitive development depends on an accurate representation of our environment. The hearing difficulties in ASD range from deafness to hypersensitivity and subjects with ASD have abnormal sound-evoked brainstem reflexes and brainstem auditory evoked potentials. Vestibular dysfunction in ASD includes postural instability, gait dysfunction, and impaired gaze. Untreated vestibular dysfunction in children can lead to delayed milestones such as sitting and walking and poor motor coordination later in life. Histopathological studies have revealed that subjects with ASD have significantly fewer neurons in the auditory hindbrain and surviving neurons are smaller and dysmorphic. These findings are consistent with auditory dysfunction. Further, the cerebellum was one of the first brain structures implicated in ASD and studies have revealed loss of Purkinje cells and the presence of ectopic neurons. Together, these studies suggest that normal auditory and vestibular function play major roles in the development of language and social abilities, and dysfunction in these systems may contribute to the core symptoms of ASD. Further, auditory and vestibular dysfunction in children may be overlooked or attributed to other neurodevelopmental disorders. Herein we review the literature on auditory and vestibular dysfunction in ASD. Based on these results we developed a brainstem model of central auditory and vestibular dysfunction in ASD and propose that simple, non-invasive but quantitative testing of hearing and vestibular function be added to newborn screening protocols.

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“…Internalizing and externalizing problem behaviors in children with ASD tend to be persistent from early childhood on and can negatively influence all aspects of a child’s life including academic performance, peer relationships, and mental health (Aunola & Nurmi, 2005; Li et al., 2019). Although several research studies have explored the role of the family in the manifestation of child and adolescent behavior problems, parenting styles have been investigated most frequently.…”

Section: Introductionmentioning

confidence: 99%

Parenting styles, parenting stress, and behavioral outcomes in children with autism

Clauser

Ding

Chen

et al. 2020

School Psychology International

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Being in a caregiver role for a child with autism spectrum disorder (ASD) brings a unique set of stressors and challenges to the entire family unit. This study examined a model hypothesizing that (a) parenting stress and the parenting style used by the parents of a child with ASD are correlated; (b) ASD severity, parenting stress, and parenting style uniquely explain the variance in the presentation of internalizing and externalizing symptoms among children with ASD; and (c) parenting style moderates the association between ASD severity and the presentation of internalizing and externalizing behaviors after controlling for specific demographic variables. A group of online participants were recruited through personal contacts, social media, and Amazon’s Mechanical Turk. The group of subjects, made up of 70 primary caregivers of children ages 3 to 18 years diagnosed with ASD, completed a self-report measure. Statistical analyses revealed that ASD severity and parenting style contributed to externalizing behaviors but did not have a significant impact on internalizing behaviors. Parenting stress was the primary predictor of both internalizing and externalizing child behaviors. Parenting style was not related to the stress level of parents of children with ASD and was not found to moderate the relationship between ASD severity and internalizing and externalizing behaviors. Implications for future research and clinical practice are discussed, highlighting the importance of reducing parenting stress and providing parent training to promote positive parenting styles for children with ASD.

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Emotional functioning and the development of internalizing and externalizing problems in young boys with and without autism spectrum disorder

Cited by 31 publications

References 63 publications

See the self through others’ eyes: The development of moral emotions in young children with autism spectrum disorder

See the self through others’ eyes: The development of moral emotions in young children with autism spectrum disorder

Central Auditory and Vestibular Dysfunction Are Key Features of Autism Spectrum Disorder

Parenting styles, parenting stress, and behavioral outcomes in children with autism

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