Parental Distress and Parenting Behavior in Families of Preschool Children with and Without ASD: Spillover and Buffering.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Jason K Baker, Rachel M Fenning, Amanda E Preston, Neilson Chan, Hadley A McGregor, Cameron L Neece
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Abstract

Parents of children with autism spectrum disorder (ASD) report increased distress relative to parents of children with neurotypical development. Parent well-being is generally considered a key determinant of parenting behavior, thus increased distress may spill over into less optimal parenting in families of children with ASD. However, evidence is mixed regarding the degree to which parenting is actually compromised in this population, suggesting the possibility of buffering, wherein the parenting of children with ASD may be robust against spillover from increased parental distress. The current study tested competing spillover and buffering models with regard to relations among child ASD status, parental distress, and parenting behavior. Parents of preschoolers with (n = 73) and without (n = 55) ASD completed self-report measures of parenting stress, depressive symptoms, and emotion dysregulation, as well as of positive and negative parenting behaviors. Families of preschoolers with ASD reported higher distress and negative parenting, and lower positive parenting than did their counterparts. Findings supported the spillover model for negative parenting such that increased parental distress accounted for status-group differences in negative parenting. In contrast, potential buffering was observed for positive parenting in that an inverse association between distress and parenting was observed for parents of children with neurotypical development only. Findings highlight the potential benefit of intervention to reduce parental distress in families of children with ASD, but also suggest some existing ability of these families to buffer certain parenting behaviors from deleterious effects of parent distress.

Abstract Image

学龄前有和无自闭症儿童家庭的父母痛苦与父母行为:溢出与缓冲。
自闭症谱系障碍(ASD)儿童的父母报告说,与神经发育正常的儿童的父母相比,自闭症谱系障碍儿童的父母感到更大的痛苦。父母的幸福通常被认为是养育行为的关键决定因素,因此增加的痛苦可能会溢出到ASD儿童家庭中不太理想的养育方式。然而,在这一人群中,关于育儿在多大程度上实际上受到了损害,证据是混合的,这表明可能存在缓冲,即对自闭症儿童的育儿可能会对父母增加的痛苦产生溢出效应。目前的研究测试了关于儿童ASD状况、父母痛苦和父母行为之间关系的竞争溢出和缓冲模型。有(n = 73)和没有(n = 55) ASD的学龄前儿童的父母完成了育儿压力、抑郁症状、情绪失调以及积极和消极育儿行为的自我报告测量。与其他家庭相比,患有自闭症谱系障碍的学龄前儿童的家庭表现出更高的痛苦和消极的养育方式,而积极的养育方式则更低。研究结果支持消极育儿的溢出模型,即父母痛苦的增加解释了消极育儿的地位群体差异。相比之下,在积极的父母教养中观察到潜在的缓冲作用,仅在神经典型发育儿童的父母中观察到痛苦与养育之间的负相关。研究结果强调了干预在减少ASD儿童家庭的父母痛苦方面的潜在益处,但也表明这些家庭有一些现有的能力来缓冲父母痛苦的有害影响。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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