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Bradley RS, Staples GL, Quetsch LB, Aloia LS, Brown CE, Kanne SM. Associations Between Parenting Stress and Quality Time in Families of Youth with Autism Spectrum Disorder. J Autism Dev Disord 2024; 54:829-840. [PMID: 36626008 PMCID: PMC9830131 DOI: 10.1007/s10803-022-05852-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/26/2022] [Indexed: 01/11/2023]
Abstract
Increased stress among parents of youth with ASD has been well-documented. However, research on aspects of the parent-child relationship and subsequent links to parenting stress is limited. We assessed parents (N = 511) of youth with ASD to examine relations between parenting stress and parent-child quality time (amount of quality time, shared enjoyment, synchronicity). Elevated parenting stress was associated with less time spent engaging with youth in shared activities and decreased parent and child enjoyment during shared interactions. Parents with elevated stress reported engaging in shared activities and experiencing synchronicity with their child less often than parents below the clinical threshold. Future research should emphasize longitudinal efforts examining the directionality of this relationship to better inform family-focused intervention.
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Affiliation(s)
- Rebecca S Bradley
- University of Arkansas, 316B Memorial Hall, 72701, Fayetteville, AR, USA.
| | - Grace L Staples
- University of Arkansas, 316B Memorial Hall, 72701, Fayetteville, AR, USA
| | - Lauren B Quetsch
- University of Arkansas, 316B Memorial Hall, 72701, Fayetteville, AR, USA
| | - Lindsey S Aloia
- University of Arkansas, 316B Memorial Hall, 72701, Fayetteville, AR, USA
| | - Cynthia E Brown
- Pacific University, College Way, 97116, Forest Grove, OR, USA
| | - Stephen M Kanne
- Center for Autism and the Developing Brain, Weill Cornell Medical College, New York, USA
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White SW, Schall C, Santos JD, Maddox BB, Hillier A, Klinger L, Pugliese C. Promoting Quality of Life: Suggestions for Mental Health Care Providers Working with Young Autistic Adults. AUTISM IN ADULTHOOD 2023; 5:347-355. [PMID: 38116052 PMCID: PMC10726189 DOI: 10.1089/aut.2022.0106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
There is a growing population of autistic adults in need of supports from a service delivery system that, at present, fails to accommodate their needs adequately and equitably. Unfortunately, there is a shortage of trained behavioral health service providers to meet the needs of young autistic adults. Quality of life (QoL), or one's perception of, and satisfaction with, life in relation to held goals and expectations, has been identified as a key outcome of interest by autistic self-advocates. By supporting autistic clients to hone their strengths and interests, integrate various aspects of their identity, identify goals, and connect to appropriate resources, providers can promote clients' self-knowledge and self-determination, in the service of improving QoL. In this Perspectives article, we offer concrete recommendations to mental health providers, including those who do not specialize in autism, with the goal of supporting implementation of evidence-based strategies that improve QoL and promote self-determination among young autistic clients.
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Affiliation(s)
- Susan W. White
- Center for Youth Development and Intervention, The University of Alabama, Tuscaloosa, Alabama, USA
| | - Carol Schall
- Autism Center for Education, Rehabilitation Research and Training Center, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Jin Delos Santos
- Project REACH, College of Staten Island at the City University of New York, Staten Island, New York, USA
| | - Brenna B. Maddox
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Ashleigh Hillier
- Department of Psychology, University of Massachusetts Lowell, Lowell, Massachusetts, USA
| | - Laura Klinger
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Cara Pugliese
- Center for Autism Spectrum Disorders, Children's National Hospital, Washington, District of Columbia, USA
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Antezana L, Valdespino A, Wieckowski AT, Coffman MC, Carlton CN, Garcia KM, Gracanin D, White SW, Richey JA. Social Anxiety Symptoms Predict Poorer Facial Emotion Recognition in Autistic Male Adolescents and Young Adults Without Intellectual Disability. J Autism Dev Disord 2023:10.1007/s10803-023-05998-5. [PMID: 37120659 DOI: 10.1007/s10803-023-05998-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/17/2023] [Indexed: 05/01/2023]
Abstract
Utilizing a novel computerized task, we aimed to examine whether social anxiety symptoms would be related to individual differences in facial emotion recognition (FER) in a sample of autistic male adolescents and young adults without intellectual disability. Results indicated that social anxiety and IQ predicted poorer FER, irrespective of specific emotion type. When probing specific effects within emotion and condition types, social anxiety impacted surprise and disgust FER during a truncated viewing condition and not full viewing condition. Collectively, results suggest that social anxiety in autism may play a larger role in FER than previously thought. Future work should consider the role of social anxiety within autism as a factor that may meaningfully relate to FER assessment and intervention.
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Affiliation(s)
- Ligia Antezana
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA.
- Department of Psychiatry, University of Pittsburgh, Pittsburgh, PA, USA.
| | - Andrew Valdespino
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
- James A. Haley Veterans' Hospital, Tampa, FL, USA
| | - Andrea T Wieckowski
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA, USA
| | - Marika C Coffman
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
- Duke University Center for Autism and Brain Development, Duke University, Durham, NC, USA
- Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, USA
| | - Corinne N Carlton
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
| | - Katelyn M Garcia
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
| | - Denis Gracanin
- Department of Computer Science, Virginia Tech, Blacksburg, VA, USA
| | - Susan W White
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
- Center for Youth Development and Intervention and Department of Psychology, The University of Alabama, Tuscaloosa, AL, USA
| | - John A Richey
- Department of Psychology, Virginia Tech, 109 Williams Hall, 890 Drillfield Drive, Blacksburg, VA, 24061, USA
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Henry AR, Conner C, Zajic MC, Solari EJ. Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism. J Autism Dev Disord 2022; 53:1862-1872. [PMID: 35181846 PMCID: PMC8856876 DOI: 10.1007/s10803-022-05474-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2022] [Indexed: 11/25/2022]
Abstract
This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS + PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child’s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test.
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Affiliation(s)
- Alyssa R Henry
- School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA.
| | - Carlin Conner
- School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA
| | - Matthew C Zajic
- Department of Health and Behavior Studies, Teachers College, Columbia University, New York City, NY, USA
| | - Emily J Solari
- School of Education and Human Development, University of Virginia, 405 Emmet St S, Charlottesville, VA, 22903, USA
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Ferguson EF, Jimenez-Muñoz M, Feerst H, Vernon TW. Predictors of Satisfaction with Autism Treatment Services During COVID-19. J Autism Dev Disord 2021; 52:3686-3697. [PMID: 34448995 PMCID: PMC8391872 DOI: 10.1007/s10803-021-05232-0] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/05/2021] [Indexed: 12/26/2022]
Abstract
The COVID-19 pandemic has created unprecedented challenges and disruptions for autistic individuals receiving specialized treatment services. This caregiver-report survey study (n = 339) explored predictors of satisfaction with autism services during COVID-19 to improve perceived support for these families. Specifically, we investigated whether service delivery medium (telehealth vs. in person), child’s emotional functioning, and caregiver stress would predict satisfaction with the most highly utilized services. Satisfaction ratings for ABA/behavioral, speech/language, and occupational therapy were lower when delivered via telehealth as compared to in person. Caregivers who reported higher emotional dysregulation in their children were less satisfied with behavioral therapy services. These results provide a critical caregiver-informed perspective on factors influencing satisfaction with specialized autism services during COVID-19.
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Affiliation(s)
- Emily F Ferguson
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, 93117, USA.
| | - Maria Jimenez-Muñoz
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Harrison Feerst
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
| | - Ty W Vernon
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, 93117, USA
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