Journal of Autism and Developmental Disorders最新文献

{"title":"A Longitudinal Analysis of Mothers' Parenting Stress and Internalizing and Externalizing Behavior of Young Children on the Autism Spectrum.","authors":"Jessica Paynter, Vanessa Heng, Madonna Tucker, Stephanie Malone","doi":"10.1007/s10803-024-06362-x","DOIUrl":"10.1007/s10803-024-06362-x","url":null,"abstract":"<p><p>We investigated longitudinal relations between internalizing, externalizing, and total behaviors that challenge in young children on the autism spectrum and mothers' parenting stress. Participants included 93 mothers of children on the autism spectrum aged 27.89-65.84 months, who completed questionnaires on maternal parenting stress, and children's internalizing (anxiety), externalizing (disruptive), and total behaviors that challenge. Data were collected on early intervention program intake and approximately one year later. Cross-sectional findings indicated small to medium effect size associations between internalizing and externalizing behavior and parenting stress. However, cross-lagged structural equation models found that neither internalizing nor externalizing behavior predicted later parenting stress, nor the reverse. Significant stability effects were found for measures of child internalizing (anxiety), externalizing (disruptive), and total behaviors, and parenting stress. Relations between behaviors that challenge and parenting stress over time were non-significant in our models that controlled for stability of behaviors and parenting stress over time. Implications for research and clinical practice, in understanding and targeting the persistence of behaviors that challenge and parenting stress, are discussed.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2294-2306"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167325/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140891552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Getting Autism\": Educators, Parents, and Autistic Adults and Teens Reflect on the Importance of Teachers Who Understand.","authors":"Connie Anderson, Caroline I Wood, Leah Franklin, Alan Iampieri, Clare Sarsony","doi":"10.1007/s10803-024-06353-y","DOIUrl":"10.1007/s10803-024-06353-y","url":null,"abstract":"<p><strong>Purpose: </strong>To explore the perspectives of educators, parents, and individuals on the autism spectrum regarding the qualities of teachers best equipped to support autistic students.</p><p><strong>Methods: </strong>In qualitative interviews parents of autistic adults (n = 35) discussed experiences they and their child faced during the school years, as did young autistic adults (n = 12) and teens (n = 11). Nineteen educators were also interviewed regarding how autistic students and their teachers were faring in public schools as well as what qualities and skills teachers needed to best support these students.</p><p><strong>Results: </strong>A critical emergent theme was the importance of educators who possess a deep, intuitive understanding of autistic individuals. \"Getting autism\" involved autism knowledge, obtained through training or experience; an intuitive ability to read, respond to, and appreciate autistic students; and flexibility adapting to these students' needs. Autistic students, parents, and educators alike experienced a stigmatizing judgement and lack of support from unenlightened individuals in the schools. In contrast, there was great appreciation for those who \"got autism\" and were able to ease the way of autistic students, or support autism-friendly teachers, in whatever grade or situation.</p><p><strong>Conclusion: </strong>Research investigating how to cultivate, support, and reward autism-affirming teachers is needed. This will likely involve both didactic and experiential autism-focused training as well as recognition of the importance of high emotional intelligence and other qualities of teachers who \"get autism.\" Future research should also explore the effects on these teachers and their students of larger systems, policies, and practices.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"2350-2367"},"PeriodicalIF":3.2,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12167265/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140922147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance of Autism Screening and Diagnostic Instruments Among Children with ADHD: A Systematic Review.","authors":"Manisha Udhnani, Lindsey Becker, Luc Lecavalier","doi":"10.1007/s10803-025-06857-1","DOIUrl":"https://doi.org/10.1007/s10803-025-06857-1","url":null,"abstract":"","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Cross-Sectional Study of Child Problem Behaviors and Parental Burnout in Parents of Children with Neurodevelopmental Disorders.","authors":"Xiaoli Liao, Tuanmei Wang, Jing Tian, Hao Xie","doi":"10.1007/s10803-025-06887-9","DOIUrl":"https://doi.org/10.1007/s10803-025-06887-9","url":null,"abstract":"<p><p>This study aimed to explore the relationship between parental burnout and child problem behaviors, focusing on the mediating role of parent-child relationship and the moderating role of family resilience among parents of children with neurodevelopmental disorders (NDDs). A cross-sectional study was conducted with convenience sampling, recruiting parents of children diagnosed with NDDs from pediatric and rehabilitation departments in public tertiary hospitals in Changsha City, Hunan Province, China, from December 2023 to July 2024. Data were gathered through structured questionnaires assessing parental burnout, child problem behaviors, parent-child relationship, and family resilience. Statistical analyses included descriptive statistics, correlation analysis, multiple regression, mediation analysis, and moderation analysis. A total of 341 parents participated, primarily with children diagnosed with autism spectrum disorder (ASD) and developmental delays (DD). Parental burnout positively correlated with child behavior difficulties (r = 0.157, p < 0.01) and parent-child conflict (r = 0.391, p < 0.01), while negatively correlating with child behavior strengths (r=-0.471, p < 0.01), parent-child intimacy (r=-0.487, p < 0.01), and family resilience (r=-0.476, p < 0.01). Multiple regression identified child behavior strengths, parent-child intimacy, and family resilience as significant negative predictors of parental burnout. Mediation and moderation analyses confirmed that parent-child dynamics and family resilience influenced the relationship between child behavior strengths and parental burnout. These findings highlight the complexities of parental burnout among families with NDDs and emphasize the importance of addressing child behaviors, enhancing parent-child relationships, and fostering family resilience in support interventions.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144528105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Media Equation of the Interaction of Children with Autism Spectrum Disorder: A Proof-of-Concept Approach Using an Equivalence Test in a Within-Subject Design.","authors":"Larissa Pliska, Isabel Neitzel, Ute Ritterfeld","doi":"10.1007/s10803-025-06943-4","DOIUrl":"https://doi.org/10.1007/s10803-025-06943-4","url":null,"abstract":"<p><p>Digital technology promises to improve the process of identifying autism spectrum disorder (ASD). Specifically, an automated digital screening tool with avatar-based interaction may be appropriate for children to differentiate between typically developing children and those at risk for ASD. The first challenge is to verify media equation: children with ASD need to interact in a digital environment as they would in a face-to-face situation. Therefore, a warm-up/conversation situation was analyzed within five conditions representing a hierarchy of successive mediation: (a) face-to-face, (b) facetime, (c) avatar real-time, (d) video pre-recorded, (e) avatar pre-recorded. Data from 20 boys with ASD were analyzed in a within-subject design using an equivalence test. Approximate equivalence was found between all five conditions. The median across all conditions is 5 (verbal response related to the conversation). Most importantly, children with ASD behave similarly in the digital environment with an avatar as they do in a real-life situation with a human experimenter. We discussed implications for clinical practice.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Citicoline in Children with Autism Spectrum Disorder: A Randomized, Open-label Clinical Trial.","authors":"Samaneh Zare, Hamid Reihani, Razieh Taghizadeh Sarvestani, Soroor Inaloo, Hamid Nemati, Ali Akbar Asadi-Pooya","doi":"10.1007/s10803-025-06936-3","DOIUrl":"https://doi.org/10.1007/s10803-025-06936-3","url":null,"abstract":"<p><strong>Purpose: </strong>Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impaired social interactions, communication challenges, and repetitive behaviors. Citicoline, a precursor in phosphatidylcholine synthesis, has shown potential cognitive benefits in various neurological conditions. This study aimed to evaluate the effects of citicoline on cognitive and behavioral functions in patients with ASD.</p><p><strong>Methods: </strong>A randomized, open-label, parallel-design clinical trial was conducted on 101 children with ASD (aged under 18 years) at Imam Reza Clinic and Namazi Hospital, Shiraz, Iran. Participants were divided into citicoline (n = 45) and control groups (n = 56). Citicoline (10 mg/kg) was administered intramuscularly. The Modified Checklist for Autism in Toddlers (M-CHAT) scale was used for children under 3 years, and the Gilliam Autism Rating Scale (GARS) for those over 3 years, to assess ASD symptoms before and after 2 months of treatment.</p><p><strong>Results: </strong>At baseline, no significant differences were found between the citicoline and control groups in M-CHAT and GARS scores (P-value: 0.587, P-value: 0.100, respectively). After 2 months, there was no significant difference between the two groups either (P-value: 0.188, P-value: 0.269, respectively). The citicoline did not show any beneficial effects (compared to the control group) in any of the GARS subscales.</p><p><strong>Conclusion: </strong>Citicoline did not provide significant clinical benefits for patients with ASD. Currently, there is not enough evidence to support the prescription of citicoline for children with ASD, and this practice should be discouraged unless other high-quality evidence shows the contrary.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Preterm Birth Subtype on Risk of Diagnosis of Autism Spectrum Disorders in the Offspring.","authors":"Morgan R Peltier, Michael J Fassett, Nehaa Khadka, Meiyu Yeh, Vicki Y Chiu, Yinka Oyelese, Meera Wells, Darios Getahun","doi":"10.1007/s10803-025-06934-5","DOIUrl":"https://doi.org/10.1007/s10803-025-06934-5","url":null,"abstract":"<p><p>Preterm birth (PTB) can result from spontaneous preterm labor (spontaneous PTB, SPTB) or as an intervention by obstetricians where the baby is deliberately delivered preterm (Indicated PTB, IPTB) to get them to neonatal intensive care. The impact of these PTB subtypes on ASD risk is unclear. Therefore, we compared the risk of ASD diagnosis for children born from pregnancies that ended in SPTB or IPTB with those born at term. Electronic Health Record (EHR) data from women delivering singleton pregnancies between 2010 and 2021 were linked to their child's EHR data to create 337,868 maternal-child dyads. The impact of IPTB and SPTB on risk of ASD diagnosis in the child was evaluated by estimating adjusted hazards ratios (adj. HR) with 95% Confidence Intervals (CI). Both SPTB (adj. HR = 1.69; 95% CI:1.34, 2.12) and IPTB (adj. HR = 2.68; 95% CI: 1.98, 3.63) were significantly increased the risk of being diagnosed with ASD compared with term birth with a larger effect size for IPTB. This trend was observed for both boys and girls; late, as well as, early PTBs, and in all racial groups except non-hispanic Blacks where no association between IPTB or SPTB with ASD was detected. In conclusion, both IPTB and SPTB significantly increase the risk of ASD diagnosis in the offspring, however, the effect may be stronger for IPTB. This may reflect differences in the etiologies of the PTB subtypes. Lack of an association between either PTB subtype with ASD diagnosis in non-Hispanic Blacks suggests that race-ethnicity may be a risk modifier.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Different Tools, Different Results: Comparing Methods for Bullying Assessment in Autistic and ADHD Youth.","authors":"Hannah E Morton, Summer B Bottini, Alana J McVey, Jennifer M Gillis, Raymond G Romanczyk","doi":"10.1007/s10803-025-06938-1","DOIUrl":"https://doi.org/10.1007/s10803-025-06938-1","url":null,"abstract":"<p><p>Autistic and ADHD youth face heightened risk of peer victimization and subsequent poor educational and mental health outcomes. Yet, bullying interventions have had limited success in these groups, potentially due to variability in bullying assessment methods across studies. Additionally, general tools validated for community samples may fail to capture the unique victimization experiences of these youth. This study evaluated the agreement and sensitivity of three bullying assessment methods-a single-item assessment, the Olweus Bullying Questionnaire (OBQ), and the disability-specific Assessment of Bullying Experiences (ABE)-and examined group differences in victimization risk. Caregivers of 516 autistic, ADHD, and community youth completed all three bullying assessments. Agreement across measures was examined overall and within groups using percent agreement, Cohen's kappa and McNemar's tests. Logistic regression models were used to evaluate group differences in bullying classification within each measure. Agreement between the OBQ and ABE was moderate overall, but weaker in each of the autism and ADHD groups. The single-item assessment underestimated bullying prevalence compared to multi-item questionnaires and also failed to detect any between-group differences. Youth with ADHD were nearly three times more likely to be bulled compared to community youth when measured by both the ABE (OR = 2.81; 95% CI [1.34, 5.92]) and the OBQ (OR = 2.76; 95% CI [1.37, 5.57]) whereas increased vulnerability for autistic youth with co-occurring ADHD was only identified by the ABE (OR = 2.34; 95% CI [1.42, 3.85]). Findings highlight the limitations of single-item assessments and general measures in capturing disability-specific bullying. By including disability-specific behaviors, the ABE provides greater sensitivity for assessing bullying in autistic and ADHD youth. Integrating theory-driven frameworks may further improve assessment and intervention approaches for understanding and addressing bullying risk in autistic and ADHD youth.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Significance of Behavioural Problems on Family Impact in Angelman Syndrome: A Prospective Cross-Sectional Study.","authors":"Patrick Pfarrer, Cornelia von Hagen, Ingo Borggraefe, Lena Manssen, Christine Makowski","doi":"10.1007/s10803-025-06939-0","DOIUrl":"https://doi.org/10.1007/s10803-025-06939-0","url":null,"abstract":"<p><p>Angelman syndrome (AS) is a neurogenetic disorder characterized by severe developmental delay, absence of expressive language, movement disorders, epilepsy, sleep problems and a range of behavioural abnormalities. The aim of the present study was to evaluate the role of behavioural problems of AS patients on the parental perception of quality of life. The German version of the Abberant Behaviour Checklist (ABC) was used to record the behavioural problems of the children and adolescents. The outcome variable parental impact was measured using the Familiy Impact module of the Pediatric Quality of Life Inventory (PedsQl Familiy impact). We used regression analyses to analyse the influence of behavioural problems on the parental impact as measured by. Additional data as genotype and epilepsy were further collected. The total cohort comprised 78 children and adolescents wit AS. Stereotypical behaviour ( <math> <msup><mrow><mi>R</mi></mrow> <mn>2</mn></msup> </math> .21) was the strongest predictor for increased parental impact followed by hyperactivity/noncompliance ( <math> <msup><mrow><mi>R</mi></mrow> <mn>2</mn></msup> </math> .14), irritability ( <math> <msup><mrow><mi>R</mi></mrow> <mn>2</mn></msup> </math> .11) and aberrant behaviour ( <math> <msup><mrow><mi>R</mi></mrow> <mn>2</mn></msup> </math> .11). Social withdrawal only affected the variables social functioning and family relationships. Inappropriate speech and genotype were not significant predictors. The presence of epilepsy affected family relationship but no other variables of parental functioning. Parents of AS patients with behavioural abnormalities might exhibit impaired quality of life scores. For the patients, behavioural training and drug therapy approaches should be considered. Concepts that focus on the parents comprises educational aspects with a focus on a consistent parenting style as well as improving coping strategies and activating resources.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144496777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Impact of a Communication Module on Eye Examination Testability Among Individuals with Autism Spectrum Disorder.","authors":"Soundharya Venkatesh, T S Shwetha, Salai Dhavamathi Janarthanan, Shifa Naaz, Krithica Srinivasan","doi":"10.1007/s10803-025-06930-9","DOIUrl":"https://doi.org/10.1007/s10803-025-06930-9","url":null,"abstract":"<p><p>This study aimed to develop and validate a communication module for eye examination and to determine its effectiveness in enhancing the testability among individuals with ASD. A Social Story based communication module was developed and validated in both English and Kannada languages. The module primarily focused on visual acuity testing, refraction, sensory and motor evaluation. A single-blinded cross-sectional study was conducted to determine the impact of the communication module on the testability of eye examination among individuals with ASD. Thirty individuals aged 5 to 10 years with a clinical diagnosis of mild to moderate ASD were enrolled and randomly allocated to the intervention (n = 15) or the control group (n = 15). Examiner 1 oriented the participants in the intervention group with the module. Examiner 2, blinded to the module's implementation, examined all the participants' eyes. All the procedures were carried out in a community setting. The average scoring for relevancy, appropriateness, understandability and simplicity of content ranged from 4.45 to 4.78 out of 5. The testability ranged from 40 to 100% in the intervention group and 20-100% in the control group for various tests. The odds of testability were 2.01 times greater for overall eye examination in the intervention group (OR = 2.01, 95% CI [1.82, 2.20]). For each test the odds of testability were 1.96-3.89 times higher in the intervention group. The developed and validated English and Kannada communication modules are effective in improving the testability of eye examination among individuals with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144496776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}