29 juin 2021

Association entre les "troubles du spectre de l'autisme" et les changements dans le traitement auditif central chez les enfants

Aperçu: G.M.

Objectif :
Vérifier les preuves scientifiques sur l'association entre le "trouble du spectre de l'autisme" et le trouble du traitement auditif central chez les enfants, visant à répondre à la question de recherche suivante : quelle est l'association entre le "spectre de l'autisme" et l'altération du traitement auditif chez les enfants ?

Méthodes :
Les études ont été choisies grâce à la combinaison basée sur les termes de titre de sujet médical (MeSH) : [(traitement auditif) et (enfants) et (autisme) et (troubles neurologiques)]. Les bases de données MEDLINE (PubMed), LILACS et SciELO ont été utilisées. Les articles analysés couvraient une période de dix ans, de 2010 à 2020. Nous avons sélectionné des études descriptives, transversales, de cohorte et de cas. Nous avons évalué la qualité des articles, qui avaient un score minimum de six dans l'échelle modifiée de la littérature. 

Résultats :
126 articles ont été récupérés après la phase d'exclusion, et 17 d'entre eux ont suivi les critères d'inclusion. Seuls deux articles ont répondu à la question directrice avec des résultats audiologiques.

Conclusions :
Les patients diagnostiqués avec un "trouble du spectre de l'autisme" peuvent présenter des troubles du traitement auditif central, étant donné que des changements ont été trouvés à la fois dans les latences absolues et inter-pics dans l'audiométrie de réponse évoquée du tronc cérébral, ainsi que dans la latence et la latéralité de l'amplitude de l'onde N1c.
En outre, il y avait des changements dans le traitement auditif comportemental de l'évaluation. Ainsi, les troubles du traitement auditif central sont fréquents chez les enfants avec un diagnostic de "troubles du spectre de l'autisme".  

. 2021 Jun 9;S0104-42302021005002209.  doi: 10.1590/1806-9282.67.01.20200588. 

Association between autism spectrum disorder and changes in the central auditory processing in children

Laura Faustino Gonçalves  1 , Karina Mary Paiva  1 , Fernanda Soares Aurélio Patatt  2 , Janaina Viana Stolz  3 , Patrícia Haas  1
Affiliations

Abstract

Objective: To verify the scientific evidence on the association between Autistic Spectrum Disorder and Central Auditory Processing Disorder in children, aiming to answer the following research question: What is the association between Autistic Spectrum and Alteration of Auditory Processing in Children?

Methods: Studies were chosen through the combination based on the Medical Subject Heading Terms (MeSH): [(auditory processing) and (children) and (autism) and (neurological disorders)]. The MEDLINE (PubMed), LILACS, and SciELO databases were used. The analyzed papers covered a ten-year period, from 2010 to 2020. We selected descriptive, cross-sectional, cohort, and case studies. We evaluated the quality of the papers, which had a minimum score of six in the modified scale of the literature.

Results: 126 papers were retrieved after the exclusion phase, and 17 of them followed the inclusion criteria. Only two papers answered the guiding question with audiological results.

Conclusions: Patients diagnosed with autistic spectrum disorder may have disturbance central auditory processing, considering that changes were found both in absolute and interpeak latencies in the brainstem evoked response audiometry, as well as in latency and laterality of the N1c wave amplitude. In addition, there were changes in the assessment behavioral auditory processing. Thus, disturbance central auditory processing is common in children with autistic spectrum disorder.

Similar articles

Publié par à Aucun commentaire:
Libellés :

18 juin 2021

Une étude de validation de l'échelle LABIRINTO pour l'évaluation des "troubles du spectre de l'autisme" chez les enfants âgés de 2 à 4 ans

Aperçu: G.M.

Objectif :
Trouver des preuves du contenu, et de la validité des critères de l'échelle LABIRINTO pour le diagnostic des "troubles du spectre de l'autisme" (TSA) chez les enfants âgés de 24 à 59 mois. 

Méthodes :
L'échelle a été construite en quatre étapes : 

  1. les éléments ont été définis sur la base d'un examen approfondi de la littérature et de discussions avec des spécialistes de l'autisme et du développement de l'enfant ; 
  2. des spécialistes du développement de l'enfant ont évalué chaque élément ; 
  3. une version préliminaire de l'échelle a été appliquée aux enfants diagnostiqués avec un TSA pour permettre les ajustements nécessaires ; 
  4. l'échelle a ensuite été appliquée à 27 enfants avec un développement typique et sans trouble neurodéveloppemental et 48 enfants avec un diagnostic de TSA. Selon la 5e édition du Manuel diagnostique et statistique des troubles mentaux (DSM-5) et la Childhood Autism Rating Scale (CARS), le diagnostic clinique constitue l'étalon-or. 

Résultats :
Les indices psychométriques de l'échelle étaient appropriés pour la validité de construit, avec Kaiser-Meyer-Olkin = 0,94 et une erreur quadratique moyenne d'approximation = 0,000. Un seul facteur de l'échelle avait un alpha de Cronbach de 0,97. La courbe caractéristique de fonctionnement du récepteur indiquait un seuil de 12, avec une sensibilité de 100 % et une spécificité de 100 % pour distinguer les enfants ayant un développement autistique de ceux ayant un développement typique. 

Conclusion :
Cette étude a confirmé la validité de l'échelle LABIRINTO.

. 2021 Jun 15.  doi: 10.47626/2237-6089-2020-

A validation study of the LABIRINTO scale for the evaluation of autism spectrum disorder in children aged 2 to 4 years

Milena Pereira Pondé  1 , Daniele de Brito Wanderley  2 , Laise Dodô de Menezes  3 , Fernanda Lima Gomes  3 , Gustavo Marcelino Siquara  1
Affiliations

Abstract

Objective: To find evidence of the content, construct, and criterion validity of the LABIRINTO scale for the diagnosis of autism spectrum disorder (ASD) in children aged 24-59 months.

Methods: The scale was constructed in four stages: 1) items were defined based on an extensive literature review and discussions with autism and child development specialists; 2) child development specialists evaluated each item; 3) a preliminary version of the scale was applied to children diagnosed with ASD to enable any necessary adjustments; 4) the scale was then applied to 27 children with typical development and no neurodevelopmental disorder and 48 children with ASD. According to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the Childhood Autism Rating Scale (CARS), clinical diagnosis constitutes the gold standard.

Results: The scale's psychometric indexes were appropriate for construct validity, with Kaiser-Meyer-Olkin = 0.94 and root mean square error of approximation = 0.000. Only one factor on the scale had a Cronbach alpha of 0.97. The receiver operating characteristic curve indicated a cutoff of 12, with a sensitivity of 100% and specificity of 100% for distinguishing children with ASD from those with typical development.

Conclusion: This study confirmed the validity of the LABIRINTO scale.

Keywords: Autism; diagnostic evaluation; psychometrics; validation.

Publié par à Aucun commentaire:
Libellés : , ,

15 juin 2021

Évaluation des professeurs de langue dans les classes d'enseignement général et spécialisé au service des élèves autistes du primaire

Aperçu: G.M.

Cette étude a examiné comment les enseignants et les paraprofessionnels de 126 classes d'enseignement général et spécialisé de la maternelle à la deuxième année ont parlé avec leurs 194 élèves autistes, et en outre, comment les caractéristiques individuelles des élèves en termes de langage, de symptômes de l'autisme et de capacités sociales ont influencé cette conversation. 

À l'aide de méthodes d'observation systématiques et d'analyses factorielles, nous avons identifié un modèle unidimensionnel de langage des enseignants pour les classes d'enseignement général et spécialisé, tout en observant des différences entre les paramètres, avec plus de langage observé dans les classes d'enseignement spécialisé, dont une grande partie comprenait des directives et des questions fermées. 

Le vocabulaire réceptif des élèves expliquait une quantité significative de variance dans le langage des enseignants au-delà de sa covariance partagée avec les troubles sociaux et les problèmes de comportement dans les classes d'enseignement général, mais n'était pas significatif dans les classes d'enseignement spécialisé. Les implications pour la recherche sont discutées.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05115-4. 

Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

Nicole Sparapani  1   2 , Vanessa P Reinhardt  3   4 , Jessica L Hooker  4 , Lindee Morgan  4   5 , Christopher Schatschneider  6 , Amy M Wetherby  4
Affiliations

Abstract

This study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms-much of which included directives and close-ended questions. Students' receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

Keywords: Autism; Autism spectrum disorder; Measurement invariance; Student characteristics; Teacher language.

References

    1. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders; Volume IV-TR. American Psychiatric Association.
    1. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner, & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793–828). Wiley.
    1. Brownell, R. (2000). Expressive One-Word Picture Vocabulary Test-third edition (EOWPVT). Academic Therapy Publications.
    1. Burchinal, M. R., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction. Applied Development Science, 12, 140–153. - DOI
    1. Connor, C. M. (2016). A lattice model of the development of reading comprehension. Child Development Perspectives, 10(4), 269–274. - DOI
    1. Connor, C. M., Kelcey, B., Sparapani, N., Petscher, P., Siegal, S., Adams, A., Hwang, J., & Carlisle, J. (2020). Predicting second and third graders’ reading comprehension gains: Observing students’ and classmates talk during literacy instruction using COLT. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2019.1698583 - DOI - PubMed
    1. Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101(4), 912–925. - DOI
    1. de Kruif, R. E., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teachers’ interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15(2), 247–268. - DOI
    1. DeWitt, J., & Hohenstein, J. (2010). School trips and classroom lessons: An investigation into teacher–student talk in two settings. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 454–473. - DOI
    1. Dobbs, J., & Arnold, D. H. (2009). Relationship between preschool teachers’ reports of children’s behavior and their behavior toward those children. School Psychology Quarterly, 24(2), 95. - DOI
    1. Downer, J. T., Sabol, T., & Hamre, B. K. (2010). Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children’s developmental outcomes. Early Education and Development, 21, 699–723. - DOI
    1. Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels, & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.). International Reading Association.
    1. Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody Picture Vocabulary Test. Pearson Assessments.
    1. Dykstra, J. R., Sabatos-DeVito, M. G., Irvin, D. W., Boyd, B. A., Hume, K. A., & Odom, S. L. (2013). Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders. Autism, 17(5), 582–594. - DOI
    1. Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Reutebuch, C. K., & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823 - DOI
    1. Gast, S. D., Holland-Coviello, R., Welsh, J., Eicher-Catt, D. L., & Gill, S. (2010). Development subcontexts in head start classrooms: Distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 72, 37–41.
    1. Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268–281. https://doi.org/10.1044/0161-1461(2002/022) - DOI - PubMed
    1. Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a measure of severity in autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(5), 693–705. - DOI
    1. Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. - DOI
    1. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure. Child Development, 76, 949–967. - DOI
    1. Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (p. 49–83). Paul H Brookes Publishing.
    1. Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. - DOI
    1. Hestenes, L. L., Cassidy, D. J., & Niemeyer, J. (2004). A microanalysis of teachers’ verbalizations in inclusive classrooms. Early Education and Development, 15(1), 23–38. - DOI
    1. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Oscar, B. (2008). Ready to learn? Children’s pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly, 23(1), 27–50. - DOI
    1. Hus, V., Gotham, K., & Lord, C. (2014). Standardizing ADOS domain scores: Separating severity of social affectand restricted and repetitive behaviors. Journal of Autism and Developmental Disorders, 44(10), 2400–2412. https://doi.org/10.1007/s10803-012-1719-1 - DOI
    1. Irvin, D. W., Boyd, B. A., & Odom, S. L. (2015). Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom. Autism, 19(2), 223–234. https://doi.org/10.1177/1362361313517398 - DOI - PubMed
    1. Irvin, D. W., Hume, K., Boyd, B. A., McBee, M. T., & Odom, S. L. (2013). Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(8), 947–955. - DOI
    1. Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. W., Kim, I. H., Kuo, L. J., Dong, T., & Wu, X. (2011). Influence of a teacher’s scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48(1), 194–230. - DOI
    1. Jones, N. (2015). "Teachers' perceptions of autism spectrum disorder: An analysis of the relationship among teachers' knowledge, exposure, and attitudes". PCOM Psychology Dissertations. 350. http://digitalcommons.pcom.edu/psychology_dissertations/350
    1. Keen, D., Sigafoos, J., & Woodyatt, G. (2005). Teacher responses to the communicative attempts of children with autism. Journal of Developmental and Physical Disabilities, 17(1), 19–33. - DOI
    1. Kline, R. B. (2016). Principles and practice of structural equation modeling (3rd ed.). A Division of Guilford Publications Inc.
    1. Koenen, A. K., Vervoort, E., Kelchtermans, G., Verschueren, K., & Spilt, J. L. (2019). Teacher sensitivity in interaction with individual students: The role of teachers’ daily negative emotions. European Journal of Special Needs Education, 34(4), 514–529. - DOI
    1. Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators’ challenges of including children with autism spectrum disorder in mainstream classrooms. International Journal of Disability, Development and Education, 60(4), 347–362. https://doi.org/10.1080/1034912X.2013.846470 - DOI
    1. Liu, Y. (2008). Teacher–student talk in Singapore Chinese language classrooms: A case study of initiation/response/follow-up (IRF). Asia Pacific Journal of Education, 28(1), 87–102. - DOI
    1. Maenner, M., Shaw, K., Baio, J., et al. (2020). Prevalence of autism spectrum disorder among children aged 8 years—ADDM Network, 11 sites, United States, 2016. Morbidity and Mortality Weekly Report (MMWR), 63(2), 1–21.
    1. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x - DOI - PubMed
    1. McWilliam, R. A., de Kruif, R. E., & Zulli, R. A. (2002). The observed construction of teaching: Four contexts. Journal of Research in Childhood Education, 16(2), 148–161. - DOI
    1. Mercer, N. (1996). The quality of talk in children’s collaborative activity in the classroom. Learning and Instruction, 6(4), 359–377. - DOI
    1. Milburn, T. F., Girolametto, L., Weitzman, E., & Greenberg, J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105–140. - DOI
    1. Mirenda, P. L., & Donnellan, A. M. (1986). Effects of adult interaction style on conversational behavior in students with severe communication problems. Language, Speech, and Hearing Services in Schools, 17(2), 126–141. - DOI
    1. Morgan, L., Hooker, J. L., Sparapani, N., Rinehardt, V., Schatschneider, C., & Wetherby, A. (2018). Cluster randomized trial of the classroom SCERTS intervention for students with autism spectrum disorder. Journal of Consulting and Clinical Psychology, 86(7), 631–644. - DOI
    1. Muthén, L. K., & Muthén, B. O. (1998–2017). Mplus user’s guide (8th ed.). Muthén & Muthén.
    1. O’Connor, E. (2010). Instructor-child relationships as dynamic systems. Journal of School Psychology, 48, 187–218. https://doi.org/10.1016/j.jsp.2010.01.001 - DOI - PubMed
    1. Partee, A. M., Hamre, B. K., & Williford, A. P. (2020). Examining the role of preschool classrooms’ behavioral composition as a predictor of the quality of teacher–child interactions. Early Education and Development, 31(6), 873–891. - DOI
    1. Pianta, R. C. (2016). Teacher-student interactions. Policy Insights from the Behavioral and Brain Sciences, 3(1), 98–105. https://doi.org/10.1177/2372732215622457 - DOI
    1. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Brookes.
    1. Qian, X. (2018). Differences in teachers verbal responsiveness to groups of children with ASD who vary in cognitive and language abilities. Journal of Intellectual Disability Research, 62(6), 557–568. - DOI
    1. Reznitskaya, A., Kuo, L.-J., Clark, A.-M., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29–48. - DOI
    1. Roid, G. H. (2003). Stanford–Binet Intelligence Scale, Fifth Edition. Riverside Publishing.
    1. Sadler, J., & Mogford-Bevan, K. (1997). “Teacher talk” with children with language disorders: Four case studies. Child Language Teaching and Therapy, 13(1), 15–35. https://doi.org/10.1177/026565909701300103 - DOI
    1. Sameroff, A. (2009). The transactional model. American Psychological Association. - DOI
    1. Sparapani, N., Solari, E., Towers, L., McIntyre, N., Henry, A., & Zajic, M. (2020). Secondary analysis of reading-based activities utilizing a scripted language approach: Evaluating interactions between students with autism and their interventionists. Journal of Speech, Language, and Hearing Research, 63(9), 3130–3154. - DOI
    1. Sparrow, S. S., Cichetti, D.V. & Balla, D.A. (2005). Vineland Adaptive Behavior Scales–Second Edition (Vineland–II). Pearson Assessment
    1. Turnbull, K. P., Anthony, A. B., Justice, L., & Bowles, R. (2013). Preschoolers’ exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education & Development, 20(1), 53–79. https://doi.org/10.1080/10409280802206601 - DOI
    1. Walsh, B., & Rose, K. (2013). Impact of adult vocabulary noneliciting and eliciting questions on the novel vocabulary acquisition of preschoolers enrolled in Head Start. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2012.712085 - DOI
    1. Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6, 3–23. https://doi.org/10.1191/1362168802lr095oa - DOI
    1. Westgate, D., & Hughes, M. (1997). Identifying’quality’in classroom talk: An enduring research task. Language and Education, 11(2), 125–139. - DOI
    1. Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. S., & Hatfield, B. E. (2017). Changing teacher–child dyadic interactions to improve preschool children’s externalizing behaviors. Child Development, 88(5), 1544–1553. - DOI
    1. Wilson, H. K., Pianta, R. C., & Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108(2), 81–96. - DOI
    1. Yoshikawa, H., & Hsueh, J. (2001). Child development and public policy: Toward a dynamic systems perspective. Child Development, 72(6), 1887–1903. - DOI
Publié par à Aucun commentaire:
Libellés : , ,

Maternité : Perspectives et expériences féminines d'être parent avec un diagnostic de TSA

Aperçu: G.M.

On sait peu de choses sur les pressions émotionnelles et la gestion pratique des défis quotidiens et des exigences intra et interpersonnelles d'élever un enfant en tant que parent avec un diagnostic de "trouble du spectre de l'autisme". 

La présente étude a utilisé une approche qualitative pour comprendre les perceptions des femmes diagnostiquées autistes d' « être un parent ». 

Huit entretiens semi-structurés ont été analysés à l'aide de l'analyse phénoménologique interprétative.

Les avantages et les défis d'être parent ont été mis en évidence aux côtés des compétences et des caractéristiques spécifiques à la population associées à la force et à la résilience, à l'amour, à l'éducation, à la routine et aux considérations sensorielles. 

Les résultats identifient le besoin d'un soutien parental spécialisé spécifique à la population, fournissent une orientation aux professionnels en milieu clinique et élargissent la rareté de la recherche dans ce domaine.

. 2021 Jun 9.   doi: 10.1007/s10803-021-05122-5. 

Motherhood: Female Perspectives and Experiences of Being a Parent with ASC

Rebecca Winnard  1   2 , Mark Roy  1   2 , Hannah Butler-Coyne  3   4
Affiliations

Abstract

Little is known about the emotional pressures and practical management of daily challenges and, intra and interpersonal demands of raising a child as a parent with a diagnosis of Autistic Spectrum Conditions. The present study utilised a qualitative approach to understand perceptions of females diagnosed on the autistic spectrum of 'being a parent'. Eight semi-structured interviews were analysed using Interpretative Phenomenological Analysis. Benefits and challenges of being a parent were highlighted alongside population-specific skill and characteristics associated with strength and resilience, love, nurture, routine and sensory considerations. Findings identify the need for population-specific specialist parenting support, provide direction for professionals in clinical settings and expand the paucity of research in this area.

Keywords: Autistic spectrum conditions; Interpretative phenomenological analysis; Parenting.

References

    1. Alase, A.O. (2016). The impact of the Sarbanes-Oxley Act (SOX) on small-sized publicly traded companies and their communities. Unpublished doctoral dissertation, Northeastern University.
    1. Alase, A. (2017). The interpretative phenomenological analysis (IPA): A guide to a good qualitative research approach. International Journal of Education & Literacy Studies, 5(2), 9–19. https://doi.org/10.7575/aiac.ijels.v.5n.2p.9 - DOI
    1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
    1. Asmussen, K. (2011). The evidence-based parenting Practitioner’s handbook. Routledge.
    1. Aston, M. C. (2002). The other half of Asperger syndrome (2nd ed.). The National Autistic Society.
    1. Attwood, T. (2008). The complete guide to Asperger’s syndrome (1st ed.). Jessica Kingsley Publishers.
    1. Attwood, T., & Grandin, T. (2006). Asperger’s and girls. Future Horizons.
    1. Bartsch, D. R., Roberts, R. M., Davies, M., & Proeve, M. (2016). Understanding the experience of parents with a diagnosis of borderline personality disorder. Australian Psychologist, 51(6), 472–480. https://doi.org/10.1111/ap.12174 - DOI
    1. Baxter, L., Hughes, C., & Tight, M. (2010). How to research (fourth). McGraw-Hill/Open University Press.
    1. Biggerstaff, D., & Thompson, A. R. (2008). Interpretative phenomenological analysis (IPA): A qualitative methodology of choice in healthcare research. Qualitative Research in Psychology, 5(3), 173–183. https://doi.org/10.1080/14780880802314304 - DOI
    1. Bishop, E. C., & Shepherd, M. L. (2011). Ethical reflections: Examining reflexivity through the narrative paradigm. Qualitative Health Research, 21(9), 1283–1294. https://doi.org/10.1177/1049732311405800 - DOI - PubMed
    1. Boshoff, K., Gibbs, D., Phillips, R. L., Wiles, L., & Porter, L. (2016). Parents’ voices: “Why and how we advocate”. A meta-synthesis of parents’ experiences of advocating for their child with autism spectrum disorder. Child: Care, Health & Development, 42(6), 784–797. https://doi.org/10.1111/cch.12383 - DOI
    1. Boshoff, K., Gibbs, D., Phillips, R. L., Wiles, L., & Porter, L. (2018). Parents’ voices: “Our process of advocating for our child with autism”. A meta-synthesis of parents’ perspectives. Child: Care, Health & Development, 44(1), 147–160. https://doi.org/10.1111/cch.12504 - DOI
    1. Connolly, M., & Ward, T. (2008). Morals, rights and practice in the human services: Effective and Fair decision making in health, social care and criminal justice. Jessica Kingsley Publishers.
    1. Couvrette, A., Brochu, S., & Plourde, C. (2016). The “Deviant good mother.” Journal of Drug Issues, 46(4), 292–307. - DOI
    1. Crane, L., Lui, L. M., Davies, J., & Pellicano, E. (2021). Short report: Autistic parents’ views and experiences of talking about autism with their autistic children. Autism: The International Journal of Research and Practice. https://doi.org/10.1177/1362361320981317 - DOI
    1. Curry, L. A., Nembhard, I. M., & Bradley, E. H. (2009). Qualitative and mixed methods provide unique contributions to outcomes research. Circulation, 119(10), 1442–1452. https://doi.org/10.1161/CIRCULATIONAHA.107.742775 - DOI - PubMed
    1. Davies, F., & Harman, B. (2017). A qualitative exploration of mothers who reject playgroup. Australian Social Work, 70(3), 276–288. https://doi.org/10.1080/0312407X.2016.1200642 - DOI
    1. Dawson-Squibb, J., Davids, E. L., & de Vries, P. J. (2018). Scoping the evidence for EarlyBird and EarlyBird plus, two United Kingdom-developed parent education training programmes for autism spectrum disorder. Autism, 23, 542–555. https://doi.org/10.1177/1362361318760295 - DOI - PubMed
    1. DePape, A. M., & Lindsay, S. (2015). Parents’ experiences of caring for a child with autism spectrum disorder. Qualitative Health Research, 25(4), 569–583. https://doi.org/10.1177/1049732314552455 - DOI - PubMed
    1. Department of Health. (2015). Statutory guidance for the Local Authorities and NHS organisations to support implementation of the Adult Autism Strategy. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploa...
    1. Di Lorito, C., Bosco, A., Birt, L., & Hassiotis, A. (2018). Co-research with adults with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disability, 31, 669–686. https://doi.org/10.1111/jar.12435 - DOI
    1. Dissanayake, C., Richdale, A., Kolivas, N., & Pamment, L. (2020). An exploratory study of autism traits and parenting. Journal of Autism and Developmental Disorders, 50(7), 2593–2606. https://doi.org/10.1007/s10803-019-03984-4 - DOI - PubMed
    1. Doss, B. D., Rhoades, G. K., Stanley, S. M., & Markman, H. J. (2009). The effect of the transition to parenthood on relationship quality: An 8-year prospective study. Journal of Personality and Social Psychology, 96(3), 601. https://doi.org/10.1037/a0013969 - DOI - PubMed - PMC
    1. NHS England. (2015). Transforming care agenda; homes not hospitals. Retrieved from https://www.england.nhs.uk/learning-disabilities/care/
    1. NHS England. (2016a). Stop over medication of people with a learning disability autism or both (STOMP). Retrieved from https://www.england.nhs.uk/learning-disabilities/improving-health/stomp/
    1. NHS England. (2016b). The five year forward view for mental health. Retrieved from https://www.england.nhs.uk/wp-content/uploads/2016/02/Mental-Health-Task...
    1. Engward, H., & Davis, G. (2015). Being reflexive in a qualitative grounded theory: Discussion and application of a model of reflexivity. Journal of Advanced Nursing, 71(7), 1530–1538. https://doi.org/10.1111/jan.12653 - DOI - PubMed
    1. Evans, G. W., Brooks-Gunn, J., & Klebanov, P. K. (2011). Stressing out the poor: Chronic physiological stress and the income-achievement gap. Community Investments, 23(2), 22–27.
    1. Fatemeh, O., Reza, Z., & Soodabeh, J. (2011). Outcomes of parental mental illness on children: A qualitative study. Journal of Psychosocial Nursing and Mental Health Services, 49(9), 32–40. https://doi.org/10.3928/02793695-20110802-06 - DOI
    1. Fillo, J., Simpson, J. A., Rholes, W. S., & Kohn, J. L. (2015). Dads doing diapers: Individual and relational outcomes associated with the division of childcare across the transition to parenthood. Journal of Personality and Social Psychology, 108(2), 298–316. https://doi.org/10.1037/a0038572 - DOI - PubMed - PMC
    1. Freeman, M. (2008). Hermeneutics. The SAGE encyclopedia of qualitative research methods. Sage Publications. https://doi.org/10.4135/9781412963909.n194
    1. George, N., Shanbhag, D. N., George, M., Shaju, A. C., Johnson, R. C., Mathew, P. T., & Goud, R. (2017). A study of emotional intelligence and perceived parenting styles among adolescents in a rural area in Karnataka. Journal of Family Medicine and Primary Care, 6(4), 848–852. https://doi.org/10.4103/jfmpc.jfmpc_100_17 - DOI - PubMed - PMC
    1. Gernsbacher, M., & Pripas-Kapit, S. (2012). Who’s missing the point? A commentary on claims that autistic persons have a specific deficit in figurative language comprehension. Metaphor & Symbol, 27(1), 93–105. https://doi.org/10.1080/10926488.2012.656255 - DOI
    1. Golan, O., Sinai-Gavrilov, Y., & Baron-Cohen, S. (2015). The Cambridge Mindreading Face-Voice Battery for Children (CAM-C): Complex emotion recognition in children with and without autism spectrum conditions. Molecular Autism, 6, 22. https://doi.org/10.1186/s13229-015-0018-z - DOI - PubMed - PMC
    1. Grant, K., McMahon, C., & Austin, M. (2008). Maternal anxiety during the transition to parenthood: A prospective study. Journal of Affective Disorder, 108(1), 101–111. https://doi.org/10.1016/j.jad.2007.10.002 - DOI
    1. Grant, L. (2015). From here to maternity: Pregnancy and motherhood on the autism spectrum. Jessica Kingsley Publishers.
    1. Heffernan, D. (2016). Sensory issues for adults with autism spectrum disorder. Jessica Kingsley Publishers.
    1. Hendrickx, S. (2015). Chapter 12 pregnancy and parenting. In J. Gould (Ed.), Women and girls with autism spectrum condition: Understanding life experiences from early childhood to old age. Jessica Kingsley Publishers.
    1. Hudson, A., & Jacques, S. (2014). Put on a happy face! Inhibitory control and socioemotional knowledge predict emotion regulation in 5- to 7-year-olds. Journal of Experimental Child Psychology, 123, 36–52. https://doi.org/10.1016/j.jecp.2014.01.012 - DOI - PubMed
    1. Hull, L., Petrides, K., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.-C., & Mandy, W. (2017). “Putting on My Best Normal”: Social camouflaging in adults with autism spectrum conditions. Journal of Autism & Developmental Disorders, 47(8), 2519–2534. https://doi.org/10.1007/s10803-017-3166-5 - DOI
    1. Ierardi, E., Ferro, V., Trovato, A., Tambelli, R., & Riva Crugnola, C. (2019). Maternal and paternal depression and anxiety: Their relationship with mother-infant interactions at 3 months. Archives of Women’s Mental Health, 22(4), 527–533. https://doi.org/10.1007/s00737-018-0919-x - DOI - PubMed
    1. Jabbar, B. M. (2014). Parenting self-efficacy and role participation among parents with spinal cord injury. Retrieved from https://search.proquest.com/docview/1499821701?accountid=48092
    1. Jachyra, P., Anagnostou, E., Knibbe, T. J., Petta, C., Cosgrove, S., Chen, L., … McPherson, A. C. (2018). Weighty conversations: Caregivers’, children’s, and clinicians’ perspectives and experiences of discussing weight-related topics in healthcare consultations. Autism Research: Official Journal Of The International Society For Autism Research, 11(11), 1500–1510. http://doi.org/ https://doi.org/10.1002/aur.2017
    1. Jurkevythz, R., Campbell, M., & Morgan, L. (2020). Spectrum women: Autism and parenting. Jessica Kingsley Publishers.
    1. Khajehei, M. (2016). Parenting challenges and parents’ intimate relationships. Journal of Human Behavior in the Social Environment, 26(5), 447–451. https://doi.org/10.1080/10911359.2015.1083509 - DOI
    1. King, N. (2004). Using interview in qualitative research: Essential guide to qualitative methods in organizational research (2nd ed.). Sage publications.
    1. Korja, R., Piha, J., Otava, R., Lavanchy Scaiola, C., Ahlqvist-Björkroth, S., Junttila, N., … Räihä, H. (2015). Parents’ psychological well-being and parental self-efficacy in relation to the family’s triadic interaction. Infant Mental Health Journal, 36(3), 298–307. https://doi.org/10.1002/imhj.21512
    1. Lai, M.-C., Lombardo, M. V., Ruigrok, A. N. V., Chakrabarti, B., Auyeung, B., Szatmari, P., Happé, F., & Baron-Cohen, S. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690–702. https://doi.org/10.1177/1362361316671012 - DOI - PubMed
    1. LaLiberte, T., Piescher, K., Mickelson, N., & Lee, M. H. (2017). Child protection services and parents with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 30(3), 521–532. https://doi.org/10.1111/jar.12323 - DOI - PubMed
    1. Larkin, M., Watts, S., & Clifton, E. (2006). Giving voice and making sense in interpretative phenomenological analysis. Qualitative Research in Psychology, 3(2), 102–120. https://doi.org/10.1191/1478088706qp062oa - DOI
    1. Larsson, M., Sundler, A. J., Ekebergh, M., & Björk, M. (2015). Altering the parenting role: Parents’ experience of supporting the health and well-being of their adolescent girls. Child & Youth Care Forum, 44(3), 419–432. https://doi.org/10.1007/s10566-014-9287-5 - DOI
    1. Layner, J. A., Waterman, J., & Peplau, L. A. (2014). Parent adjustment over time in gay, lesbian, and heterosexual parent families adopting from foster care. American Journal of Orthopsychiatry, 84(1), 46–53. https://doi.org/10.1037/h0098853 - DOI
    1. Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271–1282. https://doi.org/10.1016/j.rasd.2011.01.023 - DOI
    1. Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of American Academy Child and Adolescent Psychiatry, 56(6), 466–474. https://doi.org/10.1016/j.jaac.2017.03.013 - DOI
    1. MacBeth, A., Law, J., McGowan, I., Norrie, J., Thompson, L., & Wilson, P. (2015). Mellow Parenting: Systematic review and meta-analysis of an intervention to promote sensitive parenting. Developmental Medicine and Child Neurology, 57(12), 1119–1128. https://doi.org/10.1111/dmcn.12864 - DOI - PubMed
    1. MacIntyre, G., & Stewart, A. (2012). For the record: The lived experience of parents with a learning disability: A pilot study examining the Scottish perspective. British Journal of Learning Disabilities, 40(1), 5–14. https://doi.org/10.1111/j.1468-3156.2010.00669.x - DOI
    1. Markham, L. (2014). A father’s tale: Stories and experiences of fathers whose children have been diagnosed with autism spectrum disorder. Professional doctorate thesis, University of East London.
    1. Mauthner, N. S., & Doucet, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37, 413–431. https://doi.org/10.1177/00380385030373002 - DOI
    1. McCabe, J. L., & Holmes, D. (2009). Reflexivity, critical qualitative research and emancipation: A foucauldian perspective. Journal of Advanced Nursing, 65(7), 1518–1526. https://doi.org/10.1111/j.1365-2648.2009.04978.x - DOI - PubMed
    1. McGoldrick, M., Carter, B., & Garcia-Peto, N. (2011). The expanded family life cycle. Individual family and social perspectives (4th ed.). Allyn & Bacon.
    1. Medina, A. M., Lederhos, C. L., & Lillis, T. A. (2009). Sleep disruption and decline in marital satisfaction across the transition to parenthood. Families, Systems, & Health, 27(2), 153–160. https://doi.org/10.1037/a0015762 - DOI
    1. Mendes, E. A. (2015). Marriage and lasting relationships with Asperger’s syndrome (autism spectrum disorder). Jessica Kingsley Publishers.
    1. Mickelson, K. D., & Biehle, S. N. (2017). Gender and the transition to parenthood: Introduction to the special issue. Sex Roles, 76(5–6), 271–275. https://doi.org/10.1007/s11199-016-0724-9 - DOI
    1. Mihelic, M., Morawska, A., & Filus, A. (2018). Preparing parents for parenthood: Protocol for a randomized controlled trial of a preventative parenting intervention for expectant parents. BMC Pregnancy & Childbirth. https://doi.org/10.1186/s12884-018-1939-2 - DOI
    1. Miller, H. (2018). Prime-time parenting: The two-hour-a-day secret to raising great kids. DaCapoPress.
    1. Moreno, S., Wheeler, M. & Parkinson, K. (2012). Chapter 7 Parenting. In T. Attwood (Ed.), The partners guide to Asperger syndrome. Jessica Kingsley Publishers.
    1. Moroe, N. F., & de Andrade, V. (2018). Hearing children of deaf parents: Gender and birth order in the delegation of the interpreter role in culturally deaf families. African Journal of Disability, 7, 365. https://doi.org/10.4102/ajod.v7i0.365 - DOI - PubMed - PMC
    1. Morrison, K. E., DeBrabander, K. M., Jones, D. R., Faso, D. J., Ackerman, R. A., & Sasson, N. J. (2020). Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. Autism, 24(5), 1067–1080. https://doi.org/10.1177/1362361319892701 - DOI - PubMed
    1. Mosek-Eilon, V., Hirschberger, G., Kanat-Maymon, Y., & Feldman, R. (2013). Infant reminders alter sympathetic reactivity and reduce couple hostility at the transition to parenthood. Developmental Psychology, 49(7), 1385–1395. https://doi.org/10.1037/a0030088 - DOI - PubMed
    1. Müller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism: The International Journal of Research & Practice, 12(2), 173–190. https://doi.org/10.1177/1362361307086664 - DOI
    1. Nanninga, M., Jansen, D. E. M. C., Knorth, E. J., & Reijneveld, S. A. (2015). Enrolement of children and adolescents in psychosocial care: More likely with low family social support and poor parenting skills. European Child & Adolescent Psychiatry, 24(4), 407–416. https://doi.org/10.1007/s00787-014-0590-3 - DOI
    1. National Autistic Society. (2019). Sensory sensitivity. Retrieved from http://www.autism.org.uk/sensory
    1. Nilova, V., Ward, L., & Hall, P. (2017). Women’s experiences of parenting toddlers following postnatal depression. Australian Journal of Psychology, 69, 192–199. https://doi.org/10.1111/ajpy.12138 - DOI
    1. Olsen, R., & Clarke, H. (2003). Parenting and disability: Disabled parents experiences of raising children. Policy Press.
    1. Paul, C., & Holt, J. (2017). Involving the public in mental health and learning disability research: Can we, should we, do we? Journal of Psychiatric and Mental Health Nursing, 24(8), 570–579. https://doi.org/10.1111/jpm.12404 - DOI - PubMed
    1. Pethica, S., & Bigham, K. (2018). “Stop talking about my disability, I am a mother”: Adapting video interaction guidance to increase sensitive parenting in a young mother with intellectual disability. British Journal of Learning Disabilities, 46(2), 136–142. https://doi.org/10.1111/bld.12215 - DOI
    1. Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 20(1), 7–14.
    1. RCPSYCH, (2019). Autism and Asperger’s: For parents, carers and anyone working with young people. Retrieved from https://www.rcpsych.ac.uk/mental-health/parents-and-young-people/informa...
    1. Riggs, D. W., Bartholomaeus, C., & Due, C. (2016). Public and private families: A comparative thematic analysis of the intersections of social norms and scrutiny. Health Sociology Review, 25(1), 1–17. https://doi.org/10.1080/14461242.2015.1135071 - DOI
    1. Riley-Hall, E. (2012). Parenting girls on the autism spectrum: Overcoming the challenges and celebrating the gifts. Jessica Kingsley Publishers.
    1. Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The triple P-positive parenting program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337–357. https://doi.org/10.1016/j.cpr.2014.04.003 - DOI - PubMed
    1. Sandstrom, H., & Huerta, S. (2013). The negative effects of instability on child development: A research synthesis (Low Income Working Families Discussion Paper 3). Urban Institute.
    1. Schneid, I., & Raz, A. E. (2020). The mask of autism: Social camouflaging and impression management as coping/normalization from the perspectives of autistic adults. Social Science & Medicine (1982), 248, 112826. https://doi.org/10.1016/j.socscimed.2020.112826 - DOI
    1. Schopler, E., & Mesibov, G. B. (2013). Diagnosis and assessment in autism. Springer.
    1. Sheldon, J. P., Oliver, M., & Yshar, B. M. (2019). Rewards and challenges of parenting a child with Down syndrome: A qualitative study of fathers’ perceptions. Journal of Disability and Rehabilitation. https://doi.org/10.1080/09638288.2020.1745907 - DOI
    1. Shonkoff, J. P., & Garner, A. S. (2011). The lifelong effects of early childhood adversity and toxic stress. American Academy of Paediatrics, 129, 232–246. https://doi.org/10.1542/peds.2011-2663 - DOI
    1. Shore, S., & Rastelli, L. G. (2011). Understanding autism for dummies. Wiley.
    1. Simone, R. (2012). Chapter 12 Her name isn't mommy no matter how much she loves her child. In T. Attwood (Ed.), 22 things a woman with Asperger's syndrome wants her partner to know. Jessica Kingsley Publishers.
    1. Stuttard, L., Beresford, B. A., Clarke, S. E., Beecham, J., & Morris, A. (2016). An evaluation of the cygnet parenting support programme for parents of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 23, 166–178. https://doi.org/10.1016/j.rasd.2015.12.004 - DOI
    1. Tabak, I., Zabocka-ytka, L., Ryan, P., Poma, S. Z., Joronen, K., Viganò, G., . . . Dawson, I. (2016). Needs, expectations and consequences for children growing up in a family where the parent has a mental illness. International Journal of Mental Health Nursing, 25(4), 319–329. https://doi.org/10.1111/inm.12194
    1. van Schalkwyk, G. I., & Dewinter, J. (2020). Qualitative research in the journal of autism and developmental disorders. Journal of Autism and Developmental Disorders, 50(7), 2280–2282. https://doi.org/10.1007/s10803-020-04466-8 - DOI - PubMed
    1. Webster-Stratton, C. (2005). The incredible years: A trouble-shooting guide for parents of children aged 2–8 years. Umbrella Printer.
    1. Weigel, D. J. (2008). The concept of family: An analysis of laypeople’s views of family. Journal of Family Issues, 29(11), 1426–1447. https://doi.org/10.1177/0192513X08318488 - DOI
    1. Werner-Bierwisch, T., Pinkert, C., Niessen, K., Metzing, S., & Hellmers, C. (2018). Mothers’ and fathers’ sense of security in the context of pregnancy, childbirth and the postnatal period: An integrative literature review. BMC Pregnancy and Childbirth, 18(1), 473. https://doi.org/10.1186/s12884-018-2096-3 - DOI - PubMed - PMC
    1. Willey, L., H. (1999). Chapter 6 Rocking my babies. In T. Attwood (Ed.), Pretending to be normal: Living with Asperger's syndrome. Jessica Kingsley Publishers.
    1. Wing, L., & Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9(1), 11–29. https://doi.org/10.1007/BF01531288 - DOI - PubMed
Publié par à Aucun commentaire:
Libellés : , ,
Inscription à : Articles (Atom)