Advances in Neurodevelopmental Disorders最新文献_第3页

Self-reported Dyslexia Traits Predict Workplace Subjective Cognitive Complaints in Office-Based Professionals 自我报告的阅读障碍特征预测办公室专业人员的工作场所主观认知抱怨

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-12-07 DOI: 10.1007/s41252-025-00471-z

James Hugo Smith-Spark, Linda Evelyn Lecca Dianderas

{"title":"Self-reported Dyslexia Traits Predict Workplace Subjective Cognitive Complaints in Office-Based Professionals","authors":"James Hugo Smith-Spark, Linda Evelyn Lecca Dianderas","doi":"10.1007/s41252-025-00471-z","DOIUrl":"10.1007/s41252-025-00471-z","url":null,"abstract":"<div><h3>Objectives</h3><p>Despite a significant proportion of working age adults being estimated to have dyslexia, the relationship between dyslexia traits and workplace cognition has received little direct investigation. The current online survey study investigated subjective workplace cognitive complaints in a final sample of 220 UK professional office workers whose first or second language was English.</p><h3>Methods</h3><p>Self-report questionnaires relating to dyslexia traits and the frequency of workplace subjective cognitive complaints were presented. Self-reported language status, age, mental health, and ADHD symptoms were controlled in a hierarchical regression design. Dyslexia traits were entered in the final model.</p><h3>Results</h3><p>Dyslexia traits positively predicted total score, as well as scores on all subscales (Memory, Language, Executive Function, Speed of Processing, Cognitive Control, and Name Memory). Symptoms of ADHD also positively predicted scores on all subscales except Language and Name Memory. Aspects of subjective cognitive complaints were also positively predicted by age and mental health.</p><h3>Conclusions</h3><p>The findings indicate how self-reported dyslexia traits can predict subjective cognitive concerns in the workplace. Different patterns were found for dyslexia traits and ADHD symptoms, suggesting different workplace cognitive concerns. While based on a community sample, the understanding gained from this study can inform broader support for dyslexic workers, allowing a more nuanced and more general cognitive approach to support.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"302 - 314"},"PeriodicalIF":1.5,"publicationDate":"2025-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00471-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing Culturally Responsive Surveys on Neurodevelopmental Disabilities: Lessons from the Kenyan Context 发展对神经发育障碍的文化反应性调查：来自肯尼亚背景的教训

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-11-24 DOI: 10.1007/s41252-025-00468-8

James Soland, Mandy J. Rispoli, Chelagat Saina, Mark Omollo, Emmanuel Mwendwa, Carolyne Boke, Rujun Xu, Rebecca McNally Keehn, Jamie N. Pearson, Tonia Hassinger, Carol Stauffer, Megan S. McHenry

{"title":"Developing Culturally Responsive Surveys on Neurodevelopmental Disabilities: Lessons from the Kenyan Context","authors":"James Soland, Mandy J. Rispoli, Chelagat Saina, Mark Omollo, Emmanuel Mwendwa, Carolyne Boke, Rujun Xu, Rebecca McNally Keehn, Jamie N. Pearson, Tonia Hassinger, Carol Stauffer, Megan S. McHenry","doi":"10.1007/s41252-025-00468-8","DOIUrl":"10.1007/s41252-025-00468-8","url":null,"abstract":"<div><h3>Objectives</h3><p>Autism research in low- and middle-income countries (LMICs), including Kenya, remains limited despite its growing global prevalence. This instrument development pilot study paper describes a process for developing culturally grounded survey instruments to assess the knowledge and beliefs of caregivers and educators of children with autism in western Kenya.</p><h3>Methods</h3><p>Our approach blended evidence-centered design, a psychometric framework for designing measurement tools that are valid for their intended use, with community-based participatory research, which emphasizes equitable stakeholder involvement.</p><h3>Results</h3><p>In this study, we detail the measure we created and, more importantly, the process used to blend evidence-centered design and community-based participatory research. We demonstrate how merging these two traditions can enhance the cultural and contextual validity of evidence around survey instruments in low- and middle-income countries.</p><h3>Conclusions</h3><p>Our work offers a replicable model for researchers aiming to develop participatory, culturally responsive tools for deployment in underrepresented contexts, and contributes to efforts to improve autism knowledge and support in Kenya and LMICs.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"270 - 290"},"PeriodicalIF":1.5,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00468-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neurodiversity, Social Support, and Mental Wellbeing: Pathways to Resilience Among Early Adolescents 神经多样性、社会支持和心理健康：早期青少年恢复力的途径

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-11-10 DOI: 10.1007/s41252-025-00469-7

Megan Cherewick, Judy Reaven, Priscilla Giri, Roshan P. Rai, Christina M. Cruz, Jenn A. Leiferman, Michael Matergia

{"title":"Neurodiversity, Social Support, and Mental Wellbeing: Pathways to Resilience Among Early Adolescents","authors":"Megan Cherewick, Judy Reaven, Priscilla Giri, Roshan P. Rai, Christina M. Cruz, Jenn A. Leiferman, Michael Matergia","doi":"10.1007/s41252-025-00469-7","DOIUrl":"10.1007/s41252-025-00469-7","url":null,"abstract":"<div><h3>Objectives</h3><p>This study investigates how neurodivergent traits relate to mental wellbeing and resilience among early adolescents in a non-clinical, community-based sample in India. We examined the potential mediating role of perceived social support to better understand protective mechanisms for mental wellbeing and resilience.</p><h3>Methods</h3><p>Participants included 274 early adolescents (ages 10–14; mean = 12.5) from rural, peri-urban and urban communities in Darjeeling, India. Participants completed a survey that assessed neurodivergent traits (Autism Spectrum Quotient; AQ), perceived social support (Multidimensional Scale of Perceived Social Support; MSPSS), mental wellbeing (WHO-5), and resilience (Child and Youth Resilience Measure; CYRM).</p><h3>Results</h3><p>Higher levels of neurodivergent traits were significantly associated with lower mental wellbeing and resilience. Regression models including both neurodivergent traits and perceived social support explained 27% of the variation in mental wellbeing and 56% of the variation in resilience. Structural equation models indicated partial mediation, with perceived social support accounting for 28% of the total effect on mental wellbeing and 49% on resilience. Support from friends, but not family support, was inversely related to neurodivergent traits and positively associated with mental wellbeing and resilience. </p><h3>Conclusions</h3><p>Findings underscore the critical role of peer and family support in shaping mental wellbeing and resilience among neurodivergent youth. Neurodiversity affirming interventions in low- and middle-income countries should prioritize inclusive social environments that strengthen peer connections during early adolescence as a pathway to cultivating resilience.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"291 - 301"},"PeriodicalIF":1.5,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Some Today, More Tomorrow: A Pilot Study on Delay Discounting in Adolescents with Fetal Alcohol Spectrum Disorder (FASD) 今天一些，明天更多：胎儿酒精谱系障碍（FASD）青少年延迟折扣的试点研究

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-10-28 DOI: 10.1007/s41252-025-00467-9

Ariella Golden, Kaitlyn McLachlan, Michael Amlung, Carmen Rasmussen, Jacqueline Pei

{"title":"Some Today, More Tomorrow: A Pilot Study on Delay Discounting in Adolescents with Fetal Alcohol Spectrum Disorder (FASD)","authors":"Ariella Golden, Kaitlyn McLachlan, Michael Amlung, Carmen Rasmussen, Jacqueline Pei","doi":"10.1007/s41252-025-00467-9","DOIUrl":"10.1007/s41252-025-00467-9","url":null,"abstract":"<div><h3>Objectives</h3><p>Adolescents with fetal alcohol spectrum disorder (FASD) often experience challenges with executive functioning (EF) and impulsive decision-making; however, little is known about their processing of delayed gratification. This exploratory pilot study aimed to characterize rates of delay discounting in adolescents with FASD and explore the relationship between delay discounting and other EF measures.</p><h3>Methods</h3><p>Twenty-three adolescents with FASD (ages 11–17 years) completed the Monetary Choice Questionnaire (Kirby, 1999), a measure of delay discounting of hypothetical monetary rewards, and four executive functioning (EF) tasks assessing inhibitory control and affective decision-making.</p><h3>Results</h3><p>Discounting rates across the sample were scattered and did not correlate significantly with EF measures.</p><h3>Conclusions</h3><p>Results provide preliminary discounting rates that can serve as a point of reference for future research on reward processing in FASD. Results additionally demonstrate the heterogeneity of FASD presentations on a measure of delay discounting. Further research in this area can contribute to an understanding of neurocognitive and behavioral profiles of FASD and can ultimately guide interventions that foster adaptive decision-making.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"256 - 269"},"PeriodicalIF":1.5,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conferring a Genetic Diagnosis for Children with Neurodevelopmental Disorders in the Inpatient Psychiatry Setting May Reduce Hospital Stays and Improve Behavior 给予精神科住院患者神经发育障碍儿童基因诊断可减少住院时间并改善行为

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-10-24 DOI: 10.1007/s41252-025-00466-w

Amelle Shillington, Lori White, Rachel Doberstein, Robert J. Hopkin, Katherine Zappia, Katherine Harris, Martine Lamy

{"title":"Conferring a Genetic Diagnosis for Children with Neurodevelopmental Disorders in the Inpatient Psychiatry Setting May Reduce Hospital Stays and Improve Behavior","authors":"Amelle Shillington, Lori White, Rachel Doberstein, Robert J. Hopkin, Katherine Zappia, Katherine Harris, Martine Lamy","doi":"10.1007/s41252-025-00466-w","DOIUrl":"10.1007/s41252-025-00466-w","url":null,"abstract":"<div><h3>Objectives</h3><p>Implementing a policy of genetic testing during a neurobehavioral psychiaty inpatient admission is an import part of clinical care delivery. We endeavor to understand behavioral outcomes after genetic testing is completed.</p><h3>Methods</h3><p>We completed a retrospective chart review on individuals receiving a clinical genetic evaluation for the indication of intellectual disability with autism and/or behavioral comorbidities during an inpatient admission to the pediatric neurobehavioral unit.</p><h3>Results</h3><p>In the cohort of 137 patients, 56 received a molecular diagnosis. On average, individuals in this diagnosed cohort had fewer inpatient hospital days after a molecular diagnosis was conferred compared to undiagnosed patients. These diagnosed patients had improvements in behavior measures, including lower scores on behavioral reactivity and self-injurious behavior severity. We present selected clinical vignettes illustrating examples of medical management changes implemented once a genetic diagnosis was delivered.</p><h3>Conclusion</h3><p>We posit that precision management of genetic syndromes may contribute to improved behavior symptoms and reduce the duration of inpatient stays for psychiatric behavioral management.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"241 - 255"},"PeriodicalIF":1.5,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00466-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive Neuroscience and Neurodiversity: Implications for Autistic People and Clinicians 认知神经科学和神经多样性：对自闭症患者和临床医生的启示

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-10-12 DOI: 10.1007/s41252-025-00470-0

Joshua Muggleton, Rhonda Booth, Michelle de Haan

{"title":"Cognitive Neuroscience and Neurodiversity: Implications for Autistic People and Clinicians","authors":"Joshua Muggleton, Rhonda Booth, Michelle de Haan","doi":"10.1007/s41252-025-00470-0","DOIUrl":"10.1007/s41252-025-00470-0","url":null,"abstract":"<div><h3>Objectives</h3><p>Early theories of autism aligned closely with contemporaneous theories of developmental cognitive neuroscience at the time. Since then, autism has developed into its own research field, and links with developmental cognitive neuroscience are fewer. This divergence means our understanding of autism may be built on older neuroscientific theories, and the implications of newer theories in developmental cognitive neuroscience for autism and neurodiversity may not be considered.</p><h3>Methods</h3><p>Without assuming any neuroscientific background of the reader, we describe older theories of developmental cognitive neuroscience, namely nativism and empiricism, and consider their relationship to autism. We then contrast these with the more recent theories of neuroconstructivism and interactive specialisation.</p><h3>Results</h3><p>We argue that applying neuroconstructivism and interactive specialisation to autism and neurodiversity suggests we can view neurodivergent brains as optimised differently, rather than disordered. Deficits are not necessarily required, strengths may be expected, and greater scope for variation in neurotypes arises through the role of environment on development.</p><h3>Conclusions</h3><p>We conclude that neuroconstructivism and interactive specialisation are compatible or even supportive of neurodiversity and create a new neuroscientific dimension with which to explore neurodiversity. However, the potential for the environment to influence autistic development challenges some aspects of neurodiversity and highlights the need for collaborative research and clinical practice with autistic people.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"153 - 162"},"PeriodicalIF":1.5,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147559541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building Circles of Support, an Education Series About Children and Adolescents with Prenatal Alcohol Exposure: A Preliminary Program Evaluation 建立支持圈，一个关于儿童和青少年产前酒精暴露的教育系列：初步方案评估

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-09-03 DOI: 10.1007/s41252-025-00465-x

Kristene Cheung, Jen Theule, Lisa Balcaen, Laura Bennett, Caelan Budhoo, Ana Hanlon-Dearman, Jo Ann Unger, Meghan Dobie, Michelle Ward, Samantha Rennie

{"title":"Building Circles of Support, an Education Series About Children and Adolescents with Prenatal Alcohol Exposure: A Preliminary Program Evaluation","authors":"Kristene Cheung, Jen Theule, Lisa Balcaen, Laura Bennett, Caelan Budhoo, Ana Hanlon-Dearman, Jo Ann Unger, Meghan Dobie, Michelle Ward, Samantha Rennie","doi":"10.1007/s41252-025-00465-x","DOIUrl":"10.1007/s41252-025-00465-x","url":null,"abstract":"<div><h3>Objectives</h3><p>The aim of the study was to learn if participating in an education series about Fetal Alcohol Spectrum Disorder (FASD), the Building Circles of Support (BCS) series, changes participants’ (1) understanding of FASD, (2) understanding of child behavior, and (3) thoughts about themselves as caregivers. It also investigated participants’ impressions of the program.</p><h3>Methods</h3><p>Participants were recruited across three consecutive BCS series. Participants were eligible for the study by attending at least one BCS session. Six caregivers and eight supporters of children with FASD and prenatal alcohol exposure (PAE) were recruited. Data were collected before and after the series.</p><h3>Results</h3><p>Participants reported enjoying and learning from the series. They suggested additional sessions on strategies, sleep, community resources, and time for connecting as attendees be included in future BCS series. There was not enough information to determine if caregivers’ understanding of child behavior and thoughts about themselves as caregivers changed after the series; however, there were promising results to indicate an improvement in a caregiver’s sense of competency post-series.</p><h3>Conclusions</h3><p>This study highlighted that caregivers and supporters value an educational series about PAE and FASD, which may lead to improved caregiving. It also uncovered insights that can be used to improve the BCS series and future research studies.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"227 - 240"},"PeriodicalIF":1.5,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-025-00465-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive and Neural Intersections of Dysgraphia and Dyslexia: A Theoretical Synthesis of Shared and Distinct Characteristics 书写困难症和阅读困难症的认知和神经交叉：共同和独特特征的理论综合

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-09-03 DOI: 10.1007/s41252-025-00462-0

Aiswarya G S, Joseph Ponniah R

{"title":"Cognitive and Neural Intersections of Dysgraphia and Dyslexia: A Theoretical Synthesis of Shared and Distinct Characteristics","authors":"Aiswarya G S, Joseph Ponniah R","doi":"10.1007/s41252-025-00462-0","DOIUrl":"10.1007/s41252-025-00462-0","url":null,"abstract":"<div><h3>Objectives</h3><p>Dysgraphia and dyslexia are two specific learning disorders affecting writing and reading, respectively. Although the existing studies reflect on the characteristic features of dysgraphia and dyslexia, they did not comprehensively substantiate whether dysgraphia is a comorbidity of dyslexia or an independent disorder. This review aims to fill this gap by comparatively analyzing dysgraphia and dyslexia, with a focus on their cognitive and neural underpinnings.</p><h3>Methods</h3><p>A theoretical synthesis approach was employed to offer a comparative analysis of dysgraphia and dyslexia by probing into the complex cognitive mechanisms supporting writing and reading, their disruptions, and the neuroanatomy implicated in dysgraphia and dyslexia.</p><h3>Results</h3><p>The review provides insights into the comorbid nature of dysgraphia, while also acknowledging the distinct features that contribute to their independent existence.</p><h3>Conclusions</h3><p>This integrative perspective on dysgraphia and dyslexia could advance our understanding of these conditions and guide future research in effective diagnosis and pertinent interventions.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"163 - 173"},"PeriodicalIF":1.5,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Kindness is the Method, Not the Reward: An Evaluation of the Effects of Kindness on Three Children with Autism 友善是方法，不是回报：友善对三个自闭症儿童的影响评价

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-08-22 DOI: 10.1007/s41252-025-00457-x

Anika M. Hoybjerg, Caleb R. Stanley, Mary Jane Weiss

{"title":"Kindness is the Method, Not the Reward: An Evaluation of the Effects of Kindness on Three Children with Autism","authors":"Anika M. Hoybjerg, Caleb R. Stanley, Mary Jane Weiss","doi":"10.1007/s41252-025-00457-x","DOIUrl":"10.1007/s41252-025-00457-x","url":null,"abstract":"<div><h3>Objectives</h3><p>Research has demonstrated the importance and utility of soft skills within behavior analysis. Previous research has indicated that when therapists engage in appropriate soft skills, such as relationship or rapport building, individuals show increased indices of happiness and compliance, as well as reduced problem behavior. Despite relevant research on teaching soft skills and related conceptual discussion on the importance of soft skills, limited empirical evaluations have been conducted which have objectively evaluated the direct effect soft skills may have on client behavior. The objective of this study was to evaluate the relative effect of the soft skill of kindness on client behavior when embedded within therapy sessions.</p><h3>Methods</h3><p>This study employed an alternating treatments design that was replicated across three participants who were exposed to both kind and neutral conditions. The primary dependent variables were skill acquisition, problem behavior occurrence, on-task behavior, and indices of happiness or unhappiness. Additionally, after exposure to the treatment conditions, participants were provided the choice of selecting which condition they preferred.</p><h3>Results</h3><p>The findings indicated that individuals preferred the kind treatment condition and showed decreased problem behavior, increased skill acquisition, increased on-task behavior, and increased levels of happiness and decreased levels of unhappiness when exposed to this condition as well.</p><h3>Conclusions</h3><p>Kindness as defined within the study may result in positive improvements in behavior and higher levels of happiness with clients when embedded within therapy sessions. Additional research is needed to further evaluate the impact of kindness and other soft skills within therapy sessions.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 1","pages":"112 - 132"},"PeriodicalIF":1.5,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147561273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psychometric Properties of the Autism Parenting Stress Index (APSI) 自闭症家长压力指数（APSI）的心理测量特征

IF 1.5

Advances in Neurodevelopmental Disorders Pub Date : 2025-08-18 DOI: 10.1007/s41252-025-00461-1

Katherine Holloway, Jeremy R. Sullivan, Hannah MacNaul, Marie Kirkpatrick, Leslie Neely

{"title":"Psychometric Properties of the Autism Parenting Stress Index (APSI)","authors":"Katherine Holloway, Jeremy R. Sullivan, Hannah MacNaul, Marie Kirkpatrick, Leslie Neely","doi":"10.1007/s41252-025-00461-1","DOIUrl":"10.1007/s41252-025-00461-1","url":null,"abstract":"<div><h3>Objectives</h3><p>The current study evaluated the psychometric properties of the Autism Parenting Stress Index (APSI), a brief measure of caregiver stress specific to autism, in a diverse sample of caregivers with children across a wide age range. Specifically, the study assessed the APSI’s internal consistency, factor structure, test–retest reliability, and convergent validity with the Parenting Stress Index, Fourth Edition (PSI-4).</p><h3>Methods</h3><p>Data were collected from 325 caregivers of children diagnosed with or at-risk for ASD, or who had a sibling with ASD. Participants completed the APSI before and after a summer camp program. A subsample also completed the PSI-4. Analyses include descriptive statistics, subgroup comparisons, Cronbach’s alpha, exploratory factor analysis, test–retest correlations, and correlations with PSI-4 scores.</p><h3>Results</h3><p>Overall, results suggest that the APSI provided adequately reliable scores with this sample of caregivers/children with an internal consistency of 0.87. Exploratory factor analysis supported a three-factor structure: comorbid behaviors, core autism symptoms, and comorbid physical issues. Test–retest reliability over an average of 11 weeks was moderate (<i>r</i> = .59, <i>p</i> < .001). APSI Total Scores were significantly correlated with PSI-4 Child, Parent, and Total Stress scores, supporting convergent validity. Additionally, higher APSI scores were associated with male child gender and older age.</p><h3>Conclusion</h3><p>The results of this study, in addition to previous research, provide support for the APSI as a psychometrically robust measure for assessing caregiver stress in families with children with autism and should be leveraged as a tool to improve autism services and future research.</p></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"10 2","pages":"188 - 199"},"PeriodicalIF":1.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148193858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0