1
|
Woods SEO, Estes A. Toward a more comprehensive autism assessment: the survey of autistic strengths, skills, and interests. Front Psychiatry 2023; 14:1264516. [PMID: 37867767 PMCID: PMC10587489 DOI: 10.3389/fpsyt.2023.1264516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 09/18/2023] [Indexed: 10/24/2023] Open
Affiliation(s)
- Sara Eileen O'Neil Woods
- Autism Center, University of Washington, Seattle, WA, United States
- Institute on Human Development and Disability, University of Washington, Seattle, WA, United States
- Discover Psychology Services, Lacey, WA, United States
| | - Annette Estes
- Autism Center, University of Washington, Seattle, WA, United States
- Institute on Human Development and Disability, University of Washington, Seattle, WA, United States
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, United States
| |
Collapse
|
2
|
John TS, Estes A, Begay KK, Munson J, Reiter MA, Dager SR, Kleinhans N. Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities. J Autism Dev Disord 2022; 52:1361-1373. [PMID: 33956254 PMCID: PMC8854314 DOI: 10.1007/s10803-021-05050-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/25/2021] [Indexed: 11/04/2022]
Abstract
Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population.
Collapse
Affiliation(s)
- T. St. John
- grid.34477.330000000122986657Department of Speech and Hearing Sciences, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657University of Washington Autism Center, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657Center On Human Development and Disability, University of Washington, Seattle, WA USA
| | - A. Estes
- grid.34477.330000000122986657Department of Speech and Hearing Sciences, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657University of Washington Autism Center, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657Center On Human Development and Disability, University of Washington, Seattle, WA USA
| | - K. K. Begay
- grid.34477.330000000122986657School of Education, University of Washington, Tacoma, WA USA
| | - J. Munson
- grid.34477.330000000122986657Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, USA
| | - M. A. Reiter
- grid.263081.e0000 0001 0790 1491San Diego State University/ UC San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA USA
| | - S. R. Dager
- grid.34477.330000000122986657Center On Human Development and Disability, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657Department of Radiology, University of Washington School of Medicine, Seattle, WA USA
| | - N. Kleinhans
- grid.34477.330000000122986657Center On Human Development and Disability, University of Washington, Seattle, WA USA ,grid.34477.330000000122986657Department of Radiology, University of Washington School of Medicine, Seattle, WA USA
| |
Collapse
|
3
|
A conceptual model of risk and protective factors associated with internalizing symptoms in autism spectrum disorder: A scoping review, synthesis, and call for more research. Dev Psychopathol 2020; 32:1254-1272. [PMID: 32893766 DOI: 10.1017/s095457942000084x] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
This paper reviews and synthesizes key areas of research related to the etiology, development, and maintenance of internalizing symptoms in children, adolescents, and adults with autism spectrum disorder (ASD). In developing an integrated conceptual model, we draw from current conceptual models of internalizing symptoms in ASD and extend the model to include factors related to internalizing within other populations (e.g., children that have experienced early life stress, children with other neurodevelopmental conditions, typically developing children) that have not been systematically examined in ASD. Our review highlights the need for more research to understand the developmental course of internalizing symptoms, potential moderators, and the interplay between early risk and protective factors. Longitudinal studies incorporating multiple methods and both environmental and biological factors will be important in order to elucidate these mechanisms.
Collapse
|
4
|
The Scientific Study of Parents and Caregivers of Children with ASD: A Flourishing Field but Still Work to be Done. J Autism Dev Disord 2019; 48:976-979. [PMID: 29502150 DOI: 10.1007/s10803-018-3526-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
There is a long history of research on parents and caregivers of individuals within autism. Parents and other primary caregivers typically play the most important part in the lives of persons with ASD although the need for support as the child becomes of age varies widely. This special issue includes 30 articles on central areas related to parenting and caregiving for people with ASD. Some of the key themes include intervention and training, mental health issues related to parent and family stress, measurement and assessment, and parent-child transactional processes. Other articles in this issue consider different but equally important topics such as sibling as potential future caregivers and parent support of preschool peer relationships.
Collapse
|