Self-reported behaviour problems and sibling relationship quality by siblings of children with autism spectrum disorder

2014 ◽  
Vol 40 (6) ◽  
pp. 833-839 ◽  
Author(s):  
R. P. Hastings ◽  
M. A. Petalas
Keyword(s):  
Autism Spectrum Disorder ◽  
Relationship Quality ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Sibling Relationship ◽  
Spectrum Disorder ◽  
Behaviour Problems ◽  
Sibling Relationship Quality

scholarly journals Relationship between perceived limit-setting abilities, autism spectrum disorder severity, behaviour problems and parenting stress in mothers of children with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (8) ◽  
pp. 952-959 ◽  
Author(s):  
Phil Reed ◽  
Jessie Howse ◽  
Ben Ho ◽  
Lisa A Osborne
Keyword(s):  
Autism Spectrum Disorder ◽  
Parenting Stress ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Behaviour Problems ◽  
Limit Setting ◽  
Wide Range ◽  
The Relationship

Parenting stress in mothers of children with autism spectrum disorder (ASD) is high and impacts perceptions about parenting. This study examined the relationship between parenting stress and observer-perceived limit-setting ability. Participants’ perceptions of other parents’ limit-setting ability were assessed by showing participants video clips of parenting behaviours. Mothers of 93 children with autism spectrum disorder completed an online survey regarding the severity of their own child’s autism spectrum disorder (Social Communication Questionnaire), their child’s behaviour problems (Strengths and Difficulties Questionnaire) and their own levels of parenting stress (Questionnaire on Resources and Stress). They were shown five videos of other parents interacting with children with autism spectrum disorder and were asked to rate the limit-setting abilities observed in each video using the Parent–Child Relationship Inventory. Higher parenting stress negatively related to judgements about others’ limit-setting skills. This mirrors the literature regarding the relationship between self-reported parenting stress and rating child behaviour more negatively. It suggests that stress negatively impacts a wide range of judgements and implies that caution may be required when interpreting the results of studies in which parenting skills are assessed by self-report.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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