The associations between autistic and communication traits in parents and developmental outcomes in children at familial risk of autism at 6 and 24 months of age

Loncarevic, Antonina; Maybery, Murray T.; Whitehouse, Andrew J. O.

doi:10.1016/j.infbeh.2021.101570

Cited by 5 publications

(3 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers-parent cooperation is so necessary that parents may obtain information and experience from teachers to educate their children (Loncarevic et al, 2021). Furthermore, teachers also receive information from parents about the students' lives and characters.…”

Section: Teacher-parent Cooperationmentioning

confidence: 99%

Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context

Syuraini¹,

Hidayat²,

Arini³

et al. 2022

INT J INSTRUCTION

View full text Add to dashboard Cite

The quality of early childhood education is influenced by partnerships between parents and teachers. This research aims to measure the influence of different factors of the parent-teacher partnership, namely, communication, cooperation, and parents' participation on the early childhood learning outcomes. This research also measure the effect of teacher-parent cooperation in mediating the influence of teacher-parent communication on the learning outcomes and the effect of parental participation in moderating teacher-parent communication on the learning outcomes. The study used a quantitative approach with a cross-sectional survey design among 183 parents of young children in Padang. The data were collected using questionnaires, which were analyzed using a Structural Equation Model (SEM) analysis. The results indicate that the early childhood education learning outcomes are (1) positively influenced by teacher-parent communication and (2) parental participation, (3) except teacher-parent cooperation. Besides, (4) the teacher-parent communication positively influences teacher-parent cooperation. (5) The teacher-parent communication does not mediate the influence of teacherparent cooperation on the children's learning outcomes, and (6) the parents' participation does not moderate the influence of teacher-parent communication on the early childhood education learning outcomes. The results of this research contribute to identifying the importance of parents in early childhood learning outcomes through partnerships with teachers.

show abstract

Section: Teacher-parent Cooperationmentioning

confidence: 99%

Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context

Syuraini¹,

Hidayat²,

Arini³

et al. 2022

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…To our knowledge, only a few studies have been performed to explore this issue to date with inconclusive results regarding child cognitive abilities. For example, researchers used TD infants as participants and found that higher ATs in their parents predicted infants’ atypical visual attention ( Jones et al, 2017 ; Riva et al, 2019 ); using a longitudinal study, Loncarevic et al (2021) discovered that parental ATs were associated with TD infants’ communicational difficulties at 24 months; according to Roberta et al (2021) , TD infants’ lower level of statistical learning ability was related to parental ATs.…”

Section: Introductionmentioning

confidence: 99%

Maternal autistic traits and anxiety in children with typical development in Chinese families: a moderated mediation model of mothers’ negative emotional expressions and child gender

Gu,

Li,

Dong

2024

Front. Psychol.

View full text Add to dashboard Cite

BackgroundPrior studies have focused on the effects of maternal autistic traits on children with autism, but little attention has been paid to the effects of maternal autistic traits on typically developing children, while the mechanisms of the effects are not clear.ObjectiveGiven that, a moderated mediation model was conducted to examine the association between maternal autistic traits and typically developing children’s anxiety and the underlying mechanisms.Methods and resultsParticipants were 648 mother–child dyads in which these children had no autistic siblings. Mothers reported their autistic traits and negative emotional expressions in the family and children’s anxiety. The results indicated that children’s anxiety was predicted by maternal autistic traits. Mediating analysis revealed that mothers’ negative emotional expressions partially mediated the association between their autistic traits and children’s anxiety. The findings also indicated that child gender moderated the relationship between maternal emotional expressions and children’s anxiety. Specifically, anxiety in girls was more strongly predicted by negative emotional expressions from their mothers than in boys.ConclusionThese results have important theoretical and practical implications for reducing the adverse effect of maternal autistic traits on children’s anxiety, especially for girls. The present study also reveals that maternal negative emotional expression is an important mechanism. Causal conclusions cannot be drawn based on cross-sectional research design, so it is necessary to conduct longitudinal studies in the future.

show abstract

“…Many studies showed that compared to parents of TD children, the parents of children with ASD had significantly higher levels of autistic traits than controls ( 20 – 22 ). Currently, several studies indicated that parental autistic traits were not only correlated with autism severity ( 23 , 24 ) and children’s self-regulation ( 25 ) but also with childhood social–emotional behavior in children ( 26 ). A review suggested that parental autistic traits may be important in parsing heterogeneity in ASD etiology ( 27 ) and in developing parent-mediated ASD interventions ( 28 ).…”

Section: Introductionmentioning

confidence: 99%

Association between maternal parenting styles and behavioral problems in children with ASD: Moderating effect of maternal autistic traits

Lin

Huang

et al. 2023

Front. Psychiatry

View full text Add to dashboard Cite

BackgroundChildren with autism spectrum disorder (ASD) are at high risk of experiencing externalizing and internalizing problems. This study aimed to reveal how maternal parenting styles and autistic traits influence behavioral problems in children with ASD.MethodsThis study recruited 70 2–5 years children with ASD and 98 typically developing (TD) children. The Parental Behavior Inventory (PBI) and Autism Spectrum Quotient (AQ) were used to collect the maternal parenting styles and autistic traits, respectively. The children’s behavioral problems were reported by the mothers using the Strengths and Difficulties Questionnaire (SDQ). Hierarchical moderated regression analyses were used to determine whether maternal autistic traits moderated the association between parenting style and behavioral problems in the children.ResultsCompared to TD children, children with ASD exhibited more severe externalizing and internalizing problems (t = 4.85, p < 0.01). The ASD group scored lower in the maternal supportive/engaged parenting style than the TD group (t = 3.20, p < 0.01). In the TD group, the maternal AQ attention switching domain was positively correlated with internalizing problems in the children (β = 0.30, p = 0.03). In the ASD group, hostile/coercive parenting style was significantly correlated with externalizing problems in the children (β = 0.30, p = 0.02), whereas maternal AQ attention switching domain was negatively correlated with externalizing problems (β = −0.35, p = 0.02). Moreover, the maternal AQ attention switching domain moderated the association between hostile/coercive parenting style and children’s externalizing problems (β = 0.33, p = 0.04).ConclusionAmong ASD children, a hostile/coercive parenting style can increase the risks of children’s externalizing problems, especially in the context of high levels of maternal attention-switching problems. Hence, the current study has important implications for the clinical practice of early family-level interventions for children with ASD.

show abstract

The associations between autistic and communication traits in parents and developmental outcomes in children at familial risk of autism at 6 and 24 months of age

Cited by 5 publications

References 43 publications

Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context

Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context

Maternal autistic traits and anxiety in children with typical development in Chinese families: a moderated mediation model of mothers’ negative emotional expressions and child gender

Association between maternal parenting styles and behavioral problems in children with ASD: Moderating effect of maternal autistic traits

Contact Info

Product

Resources

About