Pub Date : 2024-12-01Epub Date: 2023-11-04DOI: 10.1007/s10803-023-06167-4
Georgia Cronshaw, Emily Midouhas
Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study sought to investigate the association between harsh parenting (smacking, shouting, telling off) and the trajectories of emotional and behavioural difficulties in autistic children from ages 3 to 7. A sample comprising of 349 autistic children participated from the UK's Millennium Cohort Study. Associations between harsh parenting and child emotional and behavioural difficulties were modelled using multilevel growth curve models. In autistic children, harsh parenting was associated with total emotional and behavioural difficulties and behavioural (but not emotional) problems concurrently. Moreover, harsh parenting was not associated with changes in emotional and behavioural difficulties over time. Harsh parenting may have an important role in externalising problems in young autistic children indicating the need for public health strategies which educate parents on its effects.
{"title":"Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children.","authors":"Georgia Cronshaw, Emily Midouhas","doi":"10.1007/s10803-023-06167-4","DOIUrl":"10.1007/s10803-023-06167-4","url":null,"abstract":"<p><p>Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study sought to investigate the association between harsh parenting (smacking, shouting, telling off) and the trajectories of emotional and behavioural difficulties in autistic children from ages 3 to 7. A sample comprising of 349 autistic children participated from the UK's Millennium Cohort Study. Associations between harsh parenting and child emotional and behavioural difficulties were modelled using multilevel growth curve models. In autistic children, harsh parenting was associated with total emotional and behavioural difficulties and behavioural (but not emotional) problems concurrently. Moreover, harsh parenting was not associated with changes in emotional and behavioural difficulties over time. Harsh parenting may have an important role in externalising problems in young autistic children indicating the need for public health strategies which educate parents on its effects.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4637-4649"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11549161/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-12-01DOI: 10.1007/s10803-023-06166-5
Harlee Onovbiona, Lauren Quetsch, Rebecca Bradley
The present study explored the role race-related barriers and practical barriers to treatment participation play in treatment effectiveness and satisfaction among Black families with autistic youth using a mixed-method approach. In a sample of Black caregivers with autistic youth (N = 101), multiple regressions were conducted to examine the impact of reported racial and practical barriers on parental stress, treatment effectiveness, and treatment satisfaction. Caregivers provided further narratives on their experience navigating diagnostic and treatment services in qualitative interviews. The study demonstrated that Black caregivers of autistic youth are still encountering several racial and logistical barriers when seeking treatment and diagnostic services for their children. These barriers negatively impact caregiver stress and caregiver perceived treatment quality. Contrary to the barriers and stress experienced by Black caregivers, caregivers are generally satisfied with the treatments they are utilizing and find them helpful. The narratives told by caregivers further elucidate the tumultuous experiences of Black caregivers as they seek diagnostic and treatment services for their children. An experience that may be worsened by family, professional, and systemic barriers, and can be improved by advocacy, acceptance, peer and community support, and increased knowledge. Black families of autistic youth call for increased compassion, support, training, and humility among professionals who serve autistic youth.
{"title":"Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration.","authors":"Harlee Onovbiona, Lauren Quetsch, Rebecca Bradley","doi":"10.1007/s10803-023-06166-5","DOIUrl":"10.1007/s10803-023-06166-5","url":null,"abstract":"<p><p>The present study explored the role race-related barriers and practical barriers to treatment participation play in treatment effectiveness and satisfaction among Black families with autistic youth using a mixed-method approach. In a sample of Black caregivers with autistic youth (N = 101), multiple regressions were conducted to examine the impact of reported racial and practical barriers on parental stress, treatment effectiveness, and treatment satisfaction. Caregivers provided further narratives on their experience navigating diagnostic and treatment services in qualitative interviews. The study demonstrated that Black caregivers of autistic youth are still encountering several racial and logistical barriers when seeking treatment and diagnostic services for their children. These barriers negatively impact caregiver stress and caregiver perceived treatment quality. Contrary to the barriers and stress experienced by Black caregivers, caregivers are generally satisfied with the treatments they are utilizing and find them helpful. The narratives told by caregivers further elucidate the tumultuous experiences of Black caregivers as they seek diagnostic and treatment services for their children. An experience that may be worsened by family, professional, and systemic barriers, and can be improved by advocacy, acceptance, peer and community support, and increased knowledge. Black families of autistic youth call for increased compassion, support, training, and humility among professionals who serve autistic youth.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4465-4480"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138459992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-11-28DOI: 10.1007/s10803-023-06187-0
Briana J Taylor, Kahsi A Pedersen, Carla A Mazefsky, Martine A Lamy, Charles F Reynolds, William R Strathmann, Matthew Siegel
Purpose: Developmental changes in sleep in youth with autism spectrum disorder (ASD) are understudied. In non-ASD youth, adolescents exhibit a "night owl chronotype" (i.e., later sleep/wake timing) and social jetlag (i.e., shifts in sleep timing across school nights and weekends), with corresponding sleep problems. The purpose of this study is to evaluate age trends in chronotype, social jetlag, and sleep problems in high-risk youth with ASD.
Methods: Youth with ASD (N = 171), ages 5-21 years old, were enrolled at the time of admission to specialized psychiatric units. Caregivers reported children's demographic information, habitual sleep timing, and sleep problems. Multivariate analyses evaluated the effect of age on chronotype, social jetlag, and sleep problems and the effects of chronotype and social jetlag on sleep problems. Covariates and moderators included sex, race, verbal ability, autism symptom severity, supplemental melatonin, and pubertal status.
Results: Older age was associated with later chronotype, more social jetlag, fewer sleep anxiety/co-sleeping problems, fewer night waking and parasomnia problems, and more daytime alertness problems. The effect of age on chronotype was stronger for youth with greater social affective symptom severity. Mediation analyses showed that later chronotype statistically mediated the association between age and daytime alertness problems.
Conclusions: Youth with ASD may exhibit night owl chronotype behavior and social jetlag as they enter adolescence. Shifts toward a later chronotype may be exacerbated by autism severity and may contribute to alertness problems and sleepiness during the day. Chronotype is modifiable and may be leveraged to improve daytime functioning in youth with ASD.
{"title":"From Alert Child to Sleepy Adolescent: Age Trends in Chronotype, Social Jetlag, and Sleep Problems in Youth with Autism.","authors":"Briana J Taylor, Kahsi A Pedersen, Carla A Mazefsky, Martine A Lamy, Charles F Reynolds, William R Strathmann, Matthew Siegel","doi":"10.1007/s10803-023-06187-0","DOIUrl":"10.1007/s10803-023-06187-0","url":null,"abstract":"<p><strong>Purpose: </strong>Developmental changes in sleep in youth with autism spectrum disorder (ASD) are understudied. In non-ASD youth, adolescents exhibit a \"night owl chronotype\" (i.e., later sleep/wake timing) and social jetlag (i.e., shifts in sleep timing across school nights and weekends), with corresponding sleep problems. The purpose of this study is to evaluate age trends in chronotype, social jetlag, and sleep problems in high-risk youth with ASD.</p><p><strong>Methods: </strong>Youth with ASD (N = 171), ages 5-21 years old, were enrolled at the time of admission to specialized psychiatric units. Caregivers reported children's demographic information, habitual sleep timing, and sleep problems. Multivariate analyses evaluated the effect of age on chronotype, social jetlag, and sleep problems and the effects of chronotype and social jetlag on sleep problems. Covariates and moderators included sex, race, verbal ability, autism symptom severity, supplemental melatonin, and pubertal status.</p><p><strong>Results: </strong>Older age was associated with later chronotype, more social jetlag, fewer sleep anxiety/co-sleeping problems, fewer night waking and parasomnia problems, and more daytime alertness problems. The effect of age on chronotype was stronger for youth with greater social affective symptom severity. Mediation analyses showed that later chronotype statistically mediated the association between age and daytime alertness problems.</p><p><strong>Conclusions: </strong>Youth with ASD may exhibit night owl chronotype behavior and social jetlag as they enter adolescence. Shifts toward a later chronotype may be exacerbated by autism severity and may contribute to alertness problems and sleepiness during the day. Chronotype is modifiable and may be leveraged to improve daytime functioning in youth with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4529-4539"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11215932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-10-05DOI: 10.1007/s10803-023-06149-6
Emre Laçin
Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.
Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.
Results: Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.
Conclusion: The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.
{"title":"Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder.","authors":"Emre Laçin","doi":"10.1007/s10803-023-06149-6","DOIUrl":"10.1007/s10803-023-06149-6","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.</p><p><strong>Methods: </strong>A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.</p><p><strong>Results: </strong>Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.</p><p><strong>Conclusion: </strong>The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4376-4393"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41131516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-11-07DOI: 10.1007/s10803-023-06153-w
Yonat Rum, Ofer Golan, Carrie Allison, Paula Smith, Simon R White, Simon Baron-Cohen
This study examined whether autistic people with siblings score higher on measures of empathy than those without siblings. Cohorts of autistic children (n = 939; mean age = 7.35 years (SD = 2.15)) and autistic adults (n = 736; mean age = 37 years (SD = 12.39)) from the Cambridge Autism Research Database (CARD) were each divided into two groups: with or without siblings. Empathy was measured using the children version of the Empathy Quotient (EQ) (parent-report) for children. For adults, the EQ (self-report version) and the Reading the Mind in the Eyes Test (RMET) were used. Contrary to the hypothesis, autistic children without siblings scored higher on EQ than those with siblings (t(283.70) = 4.20, p < .001; d = 0.50). In adults, there was no difference between autistic adults with and without siblings on both measures, but there was an interaction effect between sex and group on the RMET (f(1732) = 4.10, p = 0.04): whilst autistic males without siblings on average scored lower than females, autistic males with siblings on average performed similarly to females. Future research should investigate the possible effect of siblings on autistic males' empathy performance in a larger cohort of autistic individuals. Children's empathic abilities may be underestimated by their parents when they have siblings due to a contrast effect.
{"title":"Does Having a Sibling Affect Autistic People's Empathy?","authors":"Yonat Rum, Ofer Golan, Carrie Allison, Paula Smith, Simon R White, Simon Baron-Cohen","doi":"10.1007/s10803-023-06153-w","DOIUrl":"10.1007/s10803-023-06153-w","url":null,"abstract":"<p><p>This study examined whether autistic people with siblings score higher on measures of empathy than those without siblings. Cohorts of autistic children (n = 939; mean age = 7.35 years (SD = 2.15)) and autistic adults (n = 736; mean age = 37 years (SD = 12.39)) from the Cambridge Autism Research Database (CARD) were each divided into two groups: with or without siblings. Empathy was measured using the children version of the Empathy Quotient (EQ) (parent-report) for children. For adults, the EQ (self-report version) and the Reading the Mind in the Eyes Test (RMET) were used. Contrary to the hypothesis, autistic children without siblings scored higher on EQ than those with siblings (t<sub>(283.70)</sub> = 4.20, p < .001; d = 0.50). In adults, there was no difference between autistic adults with and without siblings on both measures, but there was an interaction effect between sex and group on the RMET (f<sub>(1732)</sub> = 4.10, p = 0.04): whilst autistic males without siblings on average scored lower than females, autistic males with siblings on average performed similarly to females. Future research should investigate the possible effect of siblings on autistic males' empathy performance in a larger cohort of autistic individuals. Children's empathic abilities may be underestimated by their parents when they have siblings due to a contrast effect.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4650-4660"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11549165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-11-28DOI: 10.1007/s10803-023-06193-2
Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng
This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.
{"title":"A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.","authors":"Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng","doi":"10.1007/s10803-023-06193-2","DOIUrl":"10.1007/s10803-023-06193-2","url":null,"abstract":"<p><p>This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4481-4495"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-01Epub Date: 2023-12-01DOI: 10.1007/s10803-023-06175-4
Celia Romero, Lauren Kupis, Zachary T Goodman, Bryce Dirks, Adriana Baez, Amy L Beaumont, Sandra M Cardona, Meaghan V Parlade, Michael Alessandri, Jason S Nomi, Lynn K Perry, Lucina Q Uddin
The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.
2019冠状病毒病大流行可能加剧了自闭症谱系障碍(ASD)儿童的抑郁、焦虑和执行功能困难。EF技能与心理健康结果呈正相关。在这里,我们通过将大流行前EF评估与大流行几个月后的焦虑和抑郁症状联系起来,探讨了有和没有ASD的儿童对大流行反应的社会心理影响。我们发现,通过执行功能行为评定量表(behavioral Rating Inventory of Executive Function)测量的大流行前抑制和转移困难预示着更高的焦虑症状风险。这些发现对于促进社区康复和最大限度地做好临床准备,以支持面临不良心理社会后果风险增加的儿童至关重要。
{"title":"Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder.","authors":"Celia Romero, Lauren Kupis, Zachary T Goodman, Bryce Dirks, Adriana Baez, Amy L Beaumont, Sandra M Cardona, Meaghan V Parlade, Michael Alessandri, Jason S Nomi, Lynn K Perry, Lucina Q Uddin","doi":"10.1007/s10803-023-06175-4","DOIUrl":"10.1007/s10803-023-06175-4","url":null,"abstract":"<p><p>The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4610-4623"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138459991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1007/s10803-024-06655-1
Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley
Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual's association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child's autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client's depression.
{"title":"Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support.","authors":"Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley","doi":"10.1007/s10803-024-06655-1","DOIUrl":"https://doi.org/10.1007/s10803-024-06655-1","url":null,"abstract":"<p><p>Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual's association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child's autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client's depression.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-29DOI: 10.1007/s10803-024-06667-x
Jacqueline C S To, Marshall M C Hui, Karson T F Kung
Absract: PURPOSE: The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing "wish to be of the opposite sex" was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures.
Methods: Using self-reported multidimensional measures, the present study assessed gender identity in autistic and non-autistic children aged 4 to 11 years (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls). Child-friendly measures were used to assess own-gender similarity, other-gender similarity, gender contentedness, and wish to be of the other gender. Vocabulary and non-verbal reasoning were also assessed.
Results: Based on descriptive statistics, compared with non-autistic boys, autistic boys showed increased gender identity variance across all four dimensions (lower own-gender similarity, higher other-gender similarity, lower gender contentedness, greater wish to be of the other gender). These group differences between autistic and non-autistic boys were medium and statistically significant for three of the four dimensions and small-to-medium and marginally significant for the remaining dimension. Autistic girls and non-autistic girls did not show consistent or significant differences in gender identity. There were no differences between the autistic and non-autistic groups in vocabulary or non-verbal reasoning in either boys or girls.
Conclusion: Gender identity variance may emerge early in development in autistic individuals, but the trajectory may differ for boys and girls.
{"title":"Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children.","authors":"Jacqueline C S To, Marshall M C Hui, Karson T F Kung","doi":"10.1007/s10803-024-06667-x","DOIUrl":"https://doi.org/10.1007/s10803-024-06667-x","url":null,"abstract":"<p><strong>Absract: </strong>PURPOSE: The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing \"wish to be of the opposite sex\" was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures.</p><p><strong>Methods: </strong>Using self-reported multidimensional measures, the present study assessed gender identity in autistic and non-autistic children aged 4 to 11 years (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls). Child-friendly measures were used to assess own-gender similarity, other-gender similarity, gender contentedness, and wish to be of the other gender. Vocabulary and non-verbal reasoning were also assessed.</p><p><strong>Results: </strong>Based on descriptive statistics, compared with non-autistic boys, autistic boys showed increased gender identity variance across all four dimensions (lower own-gender similarity, higher other-gender similarity, lower gender contentedness, greater wish to be of the other gender). These group differences between autistic and non-autistic boys were medium and statistically significant for three of the four dimensions and small-to-medium and marginally significant for the remaining dimension. Autistic girls and non-autistic girls did not show consistent or significant differences in gender identity. There were no differences between the autistic and non-autistic groups in vocabulary or non-verbal reasoning in either boys or girls.</p><p><strong>Conclusion: </strong>Gender identity variance may emerge early in development in autistic individuals, but the trajectory may differ for boys and girls.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-27DOI: 10.1007/s10803-024-06654-2
Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi
Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.
{"title":"Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children.","authors":"Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi","doi":"10.1007/s10803-024-06654-2","DOIUrl":"https://doi.org/10.1007/s10803-024-06654-2","url":null,"abstract":"<p><p>Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142728888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}