Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development

BackgroundIt is known that children with disabilities, especially adolescents with autism spectrum disorder (ASD), are at increased risk for victimization. However, little is known about the impact of victimization over time.AimsPrimary aims included identifying to what extent risk factors (i.e., internalizing behavior problems and conflict in friendship) related to bullying victimization over time.Methods and proceduresIn-depth interviews conducted separately with 15-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in a two-year follow up to an earlier study at adolescent age 13.Outcomes and resultsFindings at age 15 demonstrated that the highest rates of bullying continued to be endorsed by youth with ASD. However, youth with ID were found to experience and report the most severe bullying. Longitudinal examination revealed that internalizing behaviors at age 13 predicted victimization experiences at age 15.Conclusions and implicationsDuring middle adolescence, youth with ASD continue to experience more frequent victimization. Thus, shifting the focus of interventions that not only target the salient social deficits of ASD, but also address comorbid conditions such as internalizing symptoms, may further contribute to reduction of social isolation and peer difficulties

AUT774148_Lay_Abstract – Supplemental material for University life with ASD: Faculty knowledge and student needs

<p>Supplemental material, AUT774148_Lay_Abstract for University life with ASD: Faculty knowledge and student needs by Sasha M Zeedyk, Yasamine Bolourian and Jan Blacher in Autism</p

AUT774148_Supplementary_material – Supplemental material for University life with ASD: Faculty knowledge and student needs

<p>Supplemental material, AUT774148_Supplementary_material for University life with ASD: Faculty knowledge and student needs by Sasha M Zeedyk, Yasamine Bolourian and Jan Blacher in Autism</p

Examining relationships between child skills and potential key components of an evidence-based practice in ASD.

BackgroundResearch in autism spectrum disorders (ASD) has identified a need to understand key components of complex evidence-based practices (EBP). One approach involves examining the relationship between component use and child behavior.AimsThis study provides initial evidence for identifying key components in a specific EBP, Pivotal Response Training (PRT). We examined which components were related to child response and evaluated relationships between provider characteristics, child characteristics and component intensity.MethodsTrained coders reviewed archival videos (n = 278) for PRT fidelity and child behavior. We completed multi-level regression and latent profile analysis to examine relationships between intensity of individual or combinations of PRT components and child behavior, and moderators of component use.ResultsAnalyses indicated differential relationships between specific components and child behaviors which may support methods of altering intensity of components to individualize intervention. Profile analysis suggested relatively intensive use of most PRT components, especially antecedent strategies, may maximize child responsivity. Providers with postgraduate education trended toward higher intensity component use. Child characteristics did not moderate use.ImplicationsCareful examination of key components of ASD interventions may helps clarify the mechanisms of action. Recommendations specific to PRT implementation and use of the methodology for other interventions are discussed

Parental Socialization of Emotion and Psychophysiological Arousal Patterns in Children with Autism Spectrum Disorder

Children with autism spectrum disorder (ASD) are at considerable risk for difficulties with emotion regulation and related functioning. Although it is commonly accepted that parents contribute to adaptive child regulation, as indexed by observable child behavior, theory and recent evidence suggest that parenting may also influence relevant underlying child physiological tendencies. The current study examined concurrent associations between two elements of parental socialization of emotion and measures of both sympathetic and parasympathetic nervous system activity in 61 children with ASD aged 6 to 10 years. To index parental socialization, parents reported on their reactions to their children's negative emotions, and parental scaffolding was coded from a dyadic problem-solving task. Children's baseline respiratory sinus arrhythmia (RSA), electrodermal reactivity (EDA-R), and RSA reactivity in response to challenge were obtained as measures of the children's physiological activity. Regression analyses indicated that supportive parent reactions were related to higher child baseline RSA, a biomarker of regulatory capacity. Fewer unsupportive parent reactions and higher quality scaffolding were associated with higher EDA-R, a physiological index of inhibition. The identification of these concurrent associations represents a first step in understanding the complex and likely bidirectional interplay between parent socialization and child physiological reactivity and regulation in this high-risk population