Temperament and adaptation in infants and young children with disabilities

Effects of temperament, symptom severity and level of functioning on maternal stress in Greek children and youth with ASD

This study examined the effect of child temperament, symptom severity, verbal ability and level of functioning on maternal stress in 43 Greek mothers of children and young people with autism spectrum disorder. Symptom severity was assessed by the CARS, level of functioning by the PEP, temperament by the Dimensions of Temperament Scale (DOTS-R) and maternal stress by the Clarke Modification of Holroyd's Questionnaire on Resources and Stress (QRS). Lower-functioning children and those with high activity level, low flexibility and low mood scores were perceived to be more stressful. Counter to expectation, children with ASD who were rated high on rhythmicity and task orientation were perceived as more stressful. Best predictors of maternal stress were high activity level, low mood and high symptom severity. Mothers of non-verbal children were more stressed than those of verbal. The relevance of child temperament for understanding maternal stress is discussed with particular relevance to the Greek culture and available supports.

Temperament in velocardiofacial syndrome

BACKGROUND

Velocardiofacial syndrome (VCFS) is a microdeletion syndrome caused by a 22q11.2 chromosomal deletion.

METHODS

In this study, parents reported on their own temperament as well as the temperament of their child. Sixty-seven children with VCFS (mean age = 10.8, SD = 2.8; range 6-15), and age-, race- and gender-ratio matched samples of 47 community control participants (mean age = 10.4, SD = 2.6; range 6-15), and 18 sibling control participants (mean age = 12.1, SD = 1.9; range 9-15) took part in the current project.

RESULTS

Children with VCFS have a temperament that may best be described as modestly difficult; while participants with VCFS were not more difficult across all temperamental domains, children with VCFS were rated by their parents as being: (1) less regular in their daily habits (e.g. eating at the same time each day, etc.); (2) less able to focus/sustain attention; (3) less cheerful/pleasant; (4) less likely to stay with an activity for a long time; and (5) less able to respond flexibly to changes in the environment.

CONCLUSIONS

The best predictors of parent report of behavioural symptoms in children with VCFS were poor concordance between parent and child temperament across general activity level and mood domains.

Temperament and social behaviour at home and school among typically developing children and children with an intellectually disability

BACKGROUND

There has been limited research on differences in temperament between typically developing children and children with an intellectual disability (ID). Individual differences have generally been neglected in previous investigations of children with an ID. The present research investigated differences in temperament and social behaviour between typically developing children and children with an ID, in both home and school settings.

METHODS

Participants were 100 children (M = 10.7 years, SD = 0.88) from both regular and special education schools. Temperament was measured using the Emotionality, Activity, Sociability (EAS) Temperament Survey for Children (parental and teacher ratings), while social behaviour was measured using the School Social Behaviour Scales, Second Edition (SSBS-2) and the Home and Community Social Behaviour Scales (HCSBS).

RESULTS

There were minimal significant differences in temperament between the regular and special education groups. Children who attended regular schools had a significantly higher level of social competence and significantly lower level of antisocial behaviour both at home and school, when compared with children who attended special schools.

CONCLUSIONS

The difference in social behaviour between children attending regular and special schools was attributed to the difference in intellectual ability of the two groups, as well as contextual influences of regular or special school environments.