Examining the Links Between Challenging Behaviors in Youth with ASD and Parental Stress, Mental Health, and Involvement: Applying an Adaptation of the Family Stress Model to Families of Youth with ASD

Schiltz, Hillary; McVey, Alana J.; Magnus, Brooke E.; Dolan, Bridget; Willar, Kirsten S.; Pleiss, Sheryl; Karst, Jeffrey; Carson, Audrey M.; Caiozzo, Christina; Vogt, Elisabeth M.; Hecke, Amy Vaughan Van

doi:10.1007/s10803-017-3446-0

Cited by 48 publications

(33 citation statements)

References 75 publications

(74 reference statements)

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“…Furthermore, the psychological stress caused by improving children’s school readiness also encouraged parents to recklessly adopt more radical measures to enhance their children’s academic achievement to demonstrate their children’s abilities. This finding is consistent with previous research indicating that parents’ psychological status is an essential factor affecting parental involvement (Paulson et al, 2011 ; Schiltz et al, 2018 ). According to the spillover hypothesis theory, certain emotions or behaviors (positive or negative) of family members in a family system are transferred from one situation to another (Wang et al, 2020 ).…”

Section: Discussionsupporting

confidence: 93%

A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

Hou

Yan

Deng

2022

J Autism Dev Disord

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Parental involvement plays a vital role in the transition from kindergarten to primary school among children with intellectual and developmental disabilities (IDDs); this study aims to explore Chinese parents’ experiences of parental involvement during this period. Informed by interpretive phenomenological analysis, semi-structured, one-on-one interviews were held with 10 parents. Three major themes were identified: (1) “aggressive” involvement; (2) factors in transforming parental involvement; and (3) “rational” involvement. Participants reported their perceptions, attitudes, and parenting behaviors in different phases of involvement in the transition to primary school. These findings highlight the need to support parents of children with IDDs during this time of change.

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Section: Discussionsupporting

confidence: 93%

A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

Hou

Yan

Deng

2022

J Autism Dev Disord

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“…Second, the Abidin’s parenting stress model emphasizes the impact of child difficulties on the parent distress [ 43 ]. Parenting stress manifests when perceptions of parenting needs are not compensated by enough parental support [ 44 ]. When children have mental health symptoms, parents may face numerous stressors, including adjustments to their children’s internalizing and externalizing problems; a resulting incongruence between perceptions of demands and expected supports may, in turn, raise parenting stress, known to be associated with higher psychological distress [ 19 , 45 ].…”

Section: Discussionmentioning

confidence: 99%

Associations of youth mental health, parental psychological distress, and family relationships during the COVID-19 outbreak in China

et al. 2022

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Background The COVID-19 pandemic has brought significant changes in society and family life, which could be particularly difficult for parents. The present study examines the relationship between youth mental health and parental psychological distress after the first peak of the COVID-19 Outbreak in China. The parent-child and marital relationships were examined as moderators of the above relationship. Methods Parents and their children aged 10 to 18 years were recruited for this study. The parents completed the Depression Anxiety Stress Scales-21 (DASS-21), the Strengths and Difficulties Questionnaire (SDQ), and a subset of items from the questionnaire of the COVID-19 Supporting Parents, Adolescents, and Children in Epidemics (Co-SPACE) survey of parental mental health, child’s psychological symptoms, parent-child, and marital relationship. Several multiple linear regressions were used to analyze the data. Results The largest variance in parental mental health was explained by the child’s psychological symptoms (effect size beta = 0.27). Parent-child (effect size beta = -0.13) and marital relationship (effect size beta = -0.21) were negatively associated with parental mental health. The relationship between child’s psychological symptoms and parental mental health was moderated by marital relationship (effect size beta = -0.07). Both parent-child and marital relationships presented with a significant interaction with impact scores, while only parent-child relationships with burden scores. Conclusions Youth mental health problems were significantly associated with parental psychological symptoms during the early phase of the COVID-19 pandemic The parent-child and marital relationship moderated the association between youth psychological symptoms and parental mental health. Interventions for alleviating parenting stress and support services that improve family relationships may be particularly effective in reducing parental psychological distress associated with future COVID-19 or related crises.

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“…Yoo et al [ 25 ] examine the use of a parent-assisted social skills training program for teens with ASD which was shown to be effective in improving social skills of adolescents in North America. Schiltz et al [ 26 ] examined the link between the challenging behaviour of youth with ASD and parental stress and involvement and found that stress has a negative impact on parental involvement, motivating the need to consider the whole family system in research on young people with ASD.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Therefore, there is a need to reveal how young children are supported. It is noticeable in the literature that studies about parents’ involvement or experiences are often related to older children and adolescents, high school pupils and adolescents [ 25 , 26 , 29 ] students [ 22 , 27 ] older children between the ages of 9 and 14. There have been few studies that have considered much younger children, however, these studies also included adolescents and adults [ 19 ].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Zeedyk et al [30] commented on the dearth of research in this area, noting that strategies are required not only to support the social communication skills of children with ASD, but also to empower them to sustain healthy peer relationships and avoid being at risk of victimisation. Furthermore, while there has been research on parenting behaviour among parents who have children with ASD, the degree of involvement or engagement has not received much attention (Schiltz et al 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Bullying experiences and mothers’ responses to bullying of children with autism spectrum disorder

Saigh

Bagadood

2022

Discov Psychol

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Despite the fact that children with disabilities generally have been shown to be at a greater risk of bullying, which include physical attacks and threats, being picked on and teased and verbal abuse, there is still a need to understand bullying of children with autism spectrum disorder (ASD) and the strategies used by parents to support them in tackling this issue. This study aims to investigate the type and level of occurrence of bullying and parental support for children aged five with ASD who suffer from bullying. This study used both quantitative and qualitative analysis; a questionnaire, distributed to mothers of children with ASD, adopted from the Bullying for ASD Survey developed by Chen and Schwartz (Focus Autism Other Dev Disabil 27(4):200–212, 2012) measured types and frequency of bullying and parental support. An open-ended question was added to the survey to enable parents to write about the ways in which their child was bullied and the ways in which they supported their child. The results showed that while children suffered from all types of bullying, especially being picked on, being excluded and called names. Parental support showed a higher prevalence of involving peers and teachers for the prevention of bullying as well as avoiding strategies which included avoiding bullies and none of the mothers encouraged their children to stand up to bullies.

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Examining the Links Between Challenging Behaviors in Youth with ASD and Parental Stress, Mental Health, and Involvement: Applying an Adaptation of the Family Stress Model to Families of Youth with ASD

Cited by 48 publications

References 75 publications

A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

A Qualitative Study on Parental Experience of Involvement in the Transition from Kindergarten to Primary School for Chinese Children with Intellectual and Developmental Disabilities

Associations of youth mental health, parental psychological distress, and family relationships during the COVID-19 outbreak in China

Bullying experiences and mothers’ responses to bullying of children with autism spectrum disorder

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