Swipe om te navigeren naar een ander artikel
A previous version of this paper was presented as a poster at the International Meeting for Autism Research, San Francisco, CA, May 2017.
A correction to this article is available online at https://doi.org/10.1007/s10803-018-3498-9.
This study described empirically derived profiles of parents’ personal and social coping resources in a sample of 207 families of children diagnosed with autism spectrum disorder. Latent Profile Analysis identified four family profiles based on socieoeconomic risk, coping strategy utilization, family functioning, available social supports, and perceptions of family-centered support. During the time of children’s transition to school, parents in the most disadvantaged group experienced the highest levels of parenting stress and depression, and their children had significantly lower adaptive behaviour scores and more parent-reported behavior problems than children in the other three groups. Results highlight the need for systematic surveillance of family risk factors so that supports can be provided to enhance both parental well-being and children’s developmental health.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Abidin, R. R. (1995). Parenting Stress Index (3rd edn.). Odessa, FL: Psychological Assessment Resource.
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, 4th ed., text revision (DSM-IV-TR). Arlington, VA: Author.
Asparouhov, T., & Muthén, B. (2015). Residual associations in latent class and latent transition analysis. Structural Equation Modeling: A Multidisciplinary Journal, 22, 169–177. CrossRef
Bakk, Z., Tekle, F. B., & Vermunt, J. K. (2013). Estimating the association between latent class membership and external variables using bias-adjusted three-step approaches. Sociological Methodology, 43, 272–311. CrossRef
Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling: A Multidisciplinary Journal, 23, 20–31. CrossRef
Benson, P. R. (2010). Coping, distress, and well-being in mothers of children with autism. Research in Autism Spectrum Disorders, 4, 217–228. CrossRef
Benson, P. R. (2013). Family influences on social and play outcomes among children with ASD during middle childhood. Research in Autism Spectrum Disorders, 7, 1129–1141. CrossRef
Bolck, A., Croon, M., & Hagenaars, J. (2004). Estimating latent structure models with categorical variables: One-step versus three-step estimators. Political Analysis, 12, 3–27. CrossRef
Campaign 2000 (2015). Let’ s do this: Let’ s end child poverty for good, 2015 report card on child and family poverty in Canada. Retrieved from http://campaign2000.ca/wp-content/uploads/2016/03/2015-Campaign2000-Report-Card-Final-English.pdf, June 20, 2017.
Collins, L. M., & Lanza, S. T. (2013). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. New York: Wiley.
Derogatis, L. (1994). Symptom Checklist-90-R: Administration, scoring and procedure manual for the revised version of the SCL-90. Minneapolis, MN: National Computer Systems.
Dyke, P., Buttigieg, P., Blackmore, A., & Ghose, A. (2006). Use of the measure of process of care for families (MPOC-56) and service providers (MPOC-SP) to evaluate family-centred services in a paediatric disability setting. Child: Care, Health and Development, 32, 167–176.
Edwards, S., Berzofsky, M., & Biemer, P. (2017). Effect of missing data on classification error in panel surveys. Journal of Official Statistics, 33, pp. 551–570.
Feeney, B. C., & Collins, N. L. (2014). A theoretical perspective on the importance of social connections for thriving. In M. Mikulincer & P. Shaver (Eds.), Mechanisms of social connections: From brain to group (pp. 291–314). Washington, DC: American Psychological Association. CrossRef
Fontil, L., & Petrakos, H. H. (2015). Transition to school: The experiences of Canadian and immigrant families of children with autism spectrum disorders. Psychology in the Schools, 52, 773–788. CrossRef
Forest, E. J., Horner, R. H., Lewis-Palmer, T., & Todd, A. W. (2004). Transitions for young children with autism from preschool to kindergarten. Journal of Positive Behavior Interventions, 6, 103–112. CrossRef
Hambly, C., & Fombonne, E. (2005). Family background information questionnaire (FBIQ). Montreal, PQ: McGill University.
Hirst, M., Jervis, N., Visagie, K., Sojo, V., & Cavanagh, S. (2011). Transition to primary school: A review of the literature. Canberra, ACT: Commonwealth of Australia.
Hodgetts, S., McConnell, D., Zwaigenbaum, L., & Nicholas, D. (2014). The impact of autism services on mothers’ occupational balance and participation. OTJR: Occupation Participation and Health, 34, 81–92.
Hodgetts, S., McConnell, D., Zwaigenbaum, L., & Nicholas, D. (2017). The impact of autism services on mothers’ psychological wellbeing. Child Care Health and Development, 43, 18–30. CrossRef
Ingersoll, B., & Hambrick, D. Z. (2011). The relationship between the broader autism phenotype, child severity, and stress and depression in parents of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 337–344. CrossRef
Jung, T., & Wickrama, K. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2, 302–317. CrossRef
Kazak, A. E., Rourke, M. T., & Navsaria, N. (2009). Families and other systems in pediatric psychology. In M. C. Roberts & R. G. Steele (Eds.), Handbook of pediatric psychology (pp. 656–671). New York: Guilford Press.
King, G., King, S., Rosenbaum, P., & Goffin, R. (1999). Family-centred caregiving and well-being of parents of children with disabilities: Lining process with outcome. Journal of Pediatric Psychology, 24, 41–53. CrossRef
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., … Rutter, M. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. CrossRefPubMed
Magidson, J., & Vermunt, J. K. (2005). Current issues and a ‘wish list’ for conjoint analysis. Applied Stochastic Models in Business and Industry, 21, 327–328. CrossRef
McCubbin, H. I., & Patterson, J. M. (1983). The family stress process: The double ABCX model of adjustment and adaptation. Marriage and Family Review, 6(1–2), 7–37. CrossRef
Muhajarine, N., Anderson, L., Lysack, M., Guhn, M., & Smith, F. (2012). Developmental health knowledge as a catalyst for healthy family policies in Canada. Montreal: National Collaborating Centre for Healthy Public Policy.
Muthén, L. K., & Muthén, B. O. (2008). Mplus (version 5.1). Los Angeles, CA: Authors.
Newsome, W. S. (2001). Parental perceptions during periods of transition: Implications for social workers serving families coping with autism. Journal of Family Social Work, 5, 17–31. CrossRef
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A monte carlo simulation study. Structural Equation Modeling, 14, 535–569. CrossRef
Osborne, L. A., & Reed, P. (2009). The relationship between parenting stress and behavior problems of children with autistic spectrum disorders. Exceptional Children, 76(1), 54–73.
Osborne, L. A., & Reed, P. (2010). Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions. Research in Autism Spectrum Disorders, 4(3), 405–414. CrossRef
Prilleltensky, I., & Nelson, G. (2000). Promoting child and family wellness: Priorities for psychological and social interventions. Journal of Community and Applied Social Psychology, 10, 85–105. CrossRef
Raina, P., O'Donnell, M., Rosenbaum, P., Brehaut, J., Walter, S. D., Russell, D., … Wood, E. (2005). The health and well-being of caregivers of children with cerebral palsy. Pediatrics, 115(6), e626–e636.
Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centred service: A conceptual framework and research review. Physical and Occupational Therapy in Pediatrics, 18, 1–20.
Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview-revised. Los Angeles, CA: Western Psychological Services.
Smith, L. E., Seltzer, M. M., Tager-Flusberg, H., Greenberg, J. S., & Carter, A. S. (2008). A comparative analysis of well-being and coping among mothers of toddlers and mothers of adolescents with ASD. Journal of Autism and Developmental Disorders, 38(5), 876–889.
Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales: Second edition (Vineland II), Survey Interview Form/Caregiver Rating Form. Livonia, MN: Pearson Assessments.
Starr, E. M., Martini, T. S., & Kuo, B. C. (2016). Transition to kindergarten for children with autism spectrum disorder: A focus group study with ethnically diverse parents, teachers, and early intervention service providers. Focus on Autism and Other Developmental Disabilities, 31, 115–128. CrossRef
Statistics Canada (2007). National longitudinal survey of children and youth, cycle 7. Ottawa, ON: Author.
Szatmari, P., Zwaigenbaum, L., Georgiades, S., Elsabbagh, M., Waddell, C., Bennett, T., … Volden, J. (2016). Resilience and developmental health in autism spectrum disorder. In M. Hodes & S. Gau. (Eds.), Positive mental health, fighting stigma, and promoting resiliency and children and adolescents (pp. 91–109). New York: Academic Press/Elsevier.
Tolmie, R. S., Bruck, S., & Kerslake, R. (2016). The early intervention readiness program (EIRP) A post-ASD diagnosis family support program. Topics in Early Childhood Special Education, 36, 242–250. CrossRef
Vermunt, J. K., & Magidson, J. (2013). Technical guide for latent GOLD 5.0: Basic, advanced, and syntax. Belmont, MA: Statistical Innovations Inc.
Wechsler, D. (2007). Wechsler individual achievement test, second edition, Abbreviated (WIAT-II-A). San Antonio, TX: Pearson.
Zaidman-Zait, A., Mirenda, P., Duku, E., Szatmari, P., Georgiades, S., Volden, J. … Pathways in ASD Study Team (2014). Examination of bidirectional relationships between parent stress and two types of problem behavior in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 1908–1917. CrossRefPubMed
- Profiles of Social and Coping Resources in Families of Children with Autism Spectrum Disorder: Relations to Parent and Child Outcomes
Isabel M. Smith
The Pathways in ASD Study Team
- Springer US