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Objective:To investigate the correlation between social and linguistic parenting behaviors and developing capability of children with autism.Methods:From August 2020 to December 2020, the social and linguistic parenting behaviors of 302 parents of children diagnosed with autism were investigated in the outpatient department of the hospital.Meanwhile, the data of Gesell scale for children, the social life competence scale for infant and junior middle school students, the autism behavior checklist and the Cancy autism behavior scale were collected.SPSS 20.0 software was used for statistical analysis.Independent sample t test and analysis of variance were used to compare the social and linguistic parenting behaviors of different parents.Pearson correlation analysis was used to analyze the correlation between the social and linguistic parenting behaviors of parents and children's developmental ability and symptom severity. Results:There were no statistically significant differences in children's social and language development parenting behavior between father and mother ( t=1.033, P=0.303; t=-0.312, P=0.756). There were no statistically significant differences in children's social and linguistic parenting behaviors between fathers of different age groups ( F=1.425, P=0.244; F=1.127, P=0.345). Among mothers of different age groups, the social parenting behaviors of <30 years old and 30-34 years old groups were significantly better than those of 35-39 years old group ( F=3.374, P=0.019; LSD: P=0.010, P=0.006). Among fathers, the social parenting behavior( F=4.346, P=0.008; LSD: P=0.020, P=0.001) and social + linguistic parenting behavior in the graduate group and college group were significantly better than those in the high school/vocational group( F=3.965, P=0.012; LSD: P=0.020, P=0.002). Among mothers, the social parenting behavior ( F=2.812, P=0.040; LSD: P=0.008, P=0.023, P=0.009), linguistic parenting behavior ( F=3.769, P=0.011; LSD: P=0.010, P=0.025, P=0.001), social + linguistic parenting behavior ( F=3.654, P=0.013; LSD: P=0.005, P=0.015, P=0.002) in graduate and above groups were significantly better than those in college group, high school/vocational group, junior high school and below groups.The scores of social parenting behavior(40.72±6.80), linguistic parenting behavior(27.20±5.22), and social + linguistic parenting behavior(67.92±11.10) were significantly correlated with children’s fine motor(61.75±16.41)( r=0.193, P=0.001; r=0.153, P=0.009; r=0.190, P=0.001), cognition(68.28±16.83)( r=0.231, P=0.000; r=0.186, P=0.001; r=0.229, P=0.000), language(53.01±18.55) ( r=0.262, P=0.000; r=0.305, P=0.000; r=0.304, P=0.000) and social self-care(61.44±17.85) ( r=0.264, P=0.000; r=0.238, P=0.000; r=0.274, P=0.000). The scores of linguistic parenting behavior and social + linguistic parenting behavior were correlated with children's social life ability (8.65±0.89) ( r=0.142, P=0.046; r=0.140, P=0.049). There was no significant correlation between social parenting behavior, linguistic parenting behavior, social + linguistic parenting behavior and the scores of ABC scale (50.53±21.39) ( r=-0.089, P=0.336; r=-0.115, P=0.215; r=-0.107, P=0.250) and CABS scale (13.96±4.54) ( r=-0.050, P=0.490; r=-0.059, P=0.411; r=-0.058, P=0.421). Conclusions:The social and linguistic parenting behaviors are related to their age and educational level, and are significantly correlated to developing capability of children with autism, but have nothing to do with the severity of children's symptoms.
ABSTRACT
O controle de estímulos exercido por algumas propriedades ou aspectos de um estímulo antecedente contingente ao reforço é definido como controle restrito de estímulos. O objetivo do estudo foi investigar o controle discriminativo por elementos de estímulos visuais compostos em tarefas de discriminação simples. Participaram catorze pré-escolares (seis com autismo e oito com desenvolvimento típico) entre quatro e seis anos de idade. O procedimento envolveu o ensino de discriminação simples entre um par de estímulos visuais compostos por dois elementos. Em seguida, foram realizadas sondas para avaliar o controle discriminativo por cada elemento do estímulo composto (S+ e S-). Todas as crianças responderam aos dois elementos do S+ e não responderam, ou responderam com baixa frequência, aos elementos do S- dos três pares de estímulos treinados e avaliados separadamente. Os resultados demonstraram que os pré-escolares com autismo e desenvolvimento típico responderam sob controle dos elementos dos estímulos S+. O investimento no estudo do controle restrito de estímulos pode contribuir na compreensão desse fenômeno como um processo comportamental básico.
The control of stimuli exercised by some of the properties or aspects of an antecedent stimulus contingent upon reinforcement is defined as restricted control of stimuli. The aim of this study was to investigate discriminative control by the elements of a composite visual stimuli in simple discrimination tasks. Fourteen preschool children (six with autism and eight typical development) between four and six years old participated. The procedure involved the simple discrimination learning between a pair of visual stimuli composed of two elements. Then, probes were carried out to evaluate the discriminatory control for each element of stimulus compound (S+ and S-). All children responded to both elements of S+ and did not respond or responded with low frequency to the elements of S- for the three pairs of stimuli trained and evaluated separately. The results showed that preschool children with autism and typical development responded under control of all the elements S+ stimuli. The investment in the study of the restricted control of stimuli can contribute to the understanding of this phenomenon as a basic behavioral process.
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Introducción: El trastorno del espectro autista es un problema del neurodesarrollo caracterizado por la presencia de dificultades en la comunicación social e interacción y en el comportamiento, el cual suele ser estereotipado y con intereses restringidos. El impacto que tiene la presencia de un niño con este trastorno en los hermanos, tiene diferentes matices. Objetivo: Identificar las estrategias de afrontamiento que utilizan los hermanos de niños con trastorno del espectro autista y analizar su relación con problemas externalizados e internalizados. Resultados: Participaron 23 niños (15 niños y 8 niñas) de 8 a 12 años de edad (edad promedio: 9.8; DE= 1,5). Se aplicó una ficha sociodemográfica para niños, la escala infantil de afrontamiento y el cuestionario de problemas internalizados y externalizados para niños. Los resultados indican que el factor disfuncional se utiliza con mucha frecuencia y que existen correlaciones positivas entre el afrontamiento disfuncional con problemas externalizados e internalizados y entre los factores centrado en la emoción y el evitativo con problemas internalizados. Conclusiones: En este grupo de hermanos de niños con trastorno del espectro autista, la correlación significativa entre el afrontamiento disfuncional y los problemas externalizados e internalizados, indica la necesidad de una evaluación profunda de posibles problemas de conducta y emocionales, la necesidad de aprender a responder de manera funcional ante las situaciones cotidianas, así como de una intervención para desarrollar estrategias de afrontamiento funcionales(AU)
Introduction: Autism Spectrum Disorder (ASD) is a neuro-developmental disorder characterized by the presence of difficulties in social communication, social interaction and behavior, which is usually stereotyped and with restricted interests. The impact of the presence of a child with ASD in the siblings has different connotations and it has been found that these children have more positive than negative aspects. Objective: To identify the coping strategies used by siblings of children with ASD, and analyze their relation with externalized and internalized problems. Results: Participants were 23 children (15 boys and 8 girls) from 8 to 12 years old (average age: 9.8, D.E = 1.5). A socio-demographic index card for children was used in addition to the Children Coping Scale and the Questionnaire on Internalized and Externalized Problems for Children (EIA and CPIEN, by its acronyms in Spanish, respectively). The results indicate that the dysfunctional factor is very frequently used and that there are positive correlations between dysfunctional coping with externalized and internalized problems, and also between the factors focused on emotion and the avoidance with internalized problems. Conclusions: In this group of siblings of children with Autism Spectrum Disorder, the significant correlation between disfunctional coping and externalized and internalized problems indicates the need of a deep assesment of possible behavioral and emotional problems, the need to learn how to respond in a functional way to daily life situations, as well as the need of an intervention to develop functional coping strategies(AU)
Subject(s)
Humans , Male , Female , Child , Sibling Relations , Adaptation, Psychological/ethics , Autism Spectrum Disorder/psychology , Early Intervention, Educational/methodsABSTRACT
Taking care of children with Autism Spectrum Disorder (ASD) could be a demanding task for parents. Consequently, parentsof children with ASD may experience parenting stress and depression symptoms. This study examined parenting stressand depression symptoms among parents of children and adolescents with ASD. This study also examined the role of childcharacteristics (e.g., age, child quality of life and problem behavior) on parenting stress and depression symptoms and theeffect of parenting stress on parental depression. A total of 78 parents were examined using a questionnaire survey. Theresult indicated that parents caring a younger age group of children with ASD have higher levels of depression symptomscompared to parents caring for older group of children with ASD. The result also revealed a significant difference in levelof depression symptoms between parents with higher levels of parenting stress and parents with lower parenting stress.Only the children age significantly predicts depression symptoms in parents of children with ASD. This indicates thatchildren age is potential to affect mental health among parents of children with ASD.
ABSTRACT
Objective To explore the influence of different training mode on the parenting stress in mothers of children with autism. Methods According to the wishes of parents, 46 children with autism by first diagnosed and their mothers were divided into combination training group (23 cases) and control group (23 cases). The children in combination training group received a family rehabilitation training besides the structured institution-based teaching programme, and the children in control group only received the structured institution-based teaching programme. Comparisons were made between the two groups by the Parenting Stress Index-Short Form score after 1 year teaching. Results Before teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (37.7 ± 5.6), (35.4 ± 4.1), (38.3 ± 5.4), (111.3 ± 10.5) points in control group, while those were (37.9 ± 5.8), (34.7 ± 4.3), (38.8 ± 4.9), (112.1 ± 9.3) points in combination training group. There was no significant difference between two groups(t=0.155-0.531, all P>0.05). After 1 year teaching, the domain score of parental distress, parent-child dysfunctional interaction, difficult child and total score of parenting stress were (34.0±3.4), (30.7±2.8), (34.3±2.2), (99.0±4.7) points in control group, while those were (34.3±3.7), (28.7±3.1), (31.1±2.4), (94.1±6.8) points in combination training group. The combination training group reported a lower level than control group in the domains score of parent-child dysfunctional interaction, difficult child and total score of parenting stress (t=-2.340,-4.595,-2.890, all P0.05). Both two groups after 1 year teaching, mothers of children with autism experienced a lower level in all the domains and the total score of parenting stress than before teaching(combination training group: t=3.562-7.925, control group:t=2.534-4.768, all P<0.05). Conclusions Family rehabilitation training combined with institutions could reduce the parenting stress of mothers with autistic children and be worthy of clinical promotion and application.