Comparison of the strengths and difficulties questionnaire (SDQ) scores between children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD)

Iizuka, Chiho; Yamashita, Yushiro; Nagamitsu, Shinichiro; Yamashita, Tetsuo; Araki, Yuko; Ohya, Takashi; Hara, Mitsuwo; Shibuya, Ikuhiko; Kakuma, Tatsuyuki; Matsuishi, Toyojiro

doi:10.1016/j.braindev.2009.09.009

Cited by 63 publications

(53 citation statements)

References 14 publications

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“…In relation to the second limitation, mothers with a history of clinical depression have been shown to report lower levels of prosocial skills for their children, than children themselves would report (Hay & Pawlby, 2003). Prosocial skill levels in our participants were indeed significantly lower than those of typically developing children, and thus similar to previous findings (Horiuchi et al, 2014;Huang et al, 2014;Iizuka et al, 2010;Russel et al, 2012).…”

Section: Discussionsupporting

confidence: 89%

“…Prosocial skills, as measured by the SDQ, have been found to be highly predictive of later ASD diagnoses (Goodman, Lamping & Ploubidis, 2010). The parent-rated prosocial skills scale of the SDQ has been used to assess prosocial skills among children with ASD in several other studies (Horiuchi et al, 2014;Huang et al, 2014;Iizuka et al, 2010;Russel et al, 2012). These studies have taken place across different cultural and socioeconomic contexts (Japan, Taiwan, UK) and they are consistent in showing that prosocial skills measured using the SDQ are lower among children with autism compared to typically developing children.…”

Section: Childrens' Prosocial Skills At 3 and 5 Yearsmentioning

confidence: 99%

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Prosocial skills in young children with autism, and their mothers’ psychological well-being: Longitudinal relationships

Totsika

Hastings

Emerson

et al. 2015

Research in Autism Spectrum Disorders

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full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription.For more information, please contact the WRAP Team at: publications@warwick.ac.uk

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Section: Discussionsupporting

confidence: 89%

Section: Childrens' Prosocial Skills At 3 and 5 Yearsmentioning

confidence: 99%

Prosocial skills in young children with autism, and their mothers’ psychological well-being: Longitudinal relationships

Totsika

Hastings

Emerson

et al. 2015

Research in Autism Spectrum Disorders

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“…Emotional, peer and conduct problems were assessed at Sweeps 2-4 using the main caregiver's report of the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997), a valid and reliable measure of child psychopathology, and a useful clinical screening tool for both ASD and ADHD children (IIzuka et al, 2010;Russell, Rodgers, & Ford, 2013).…”

Section: Methodsmentioning

confidence: 99%

Poverty and the Growth of Emotional and Conduct Problems in Children with Autism With and Without Comorbid ADHD

Flouri

Midouhas

Charman

et al. 2015

J Autism Dev Disord

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We investigated the longitudinal relationship between socio-economic disadvantage (SED) and trajectories of emotional and conduct problems among children with autism spectrum disorder (ASD) who had comorbid attention deficit/hyperactivity disorder (ADHD; ASD+ADHD) or not (ASD-ADHD). The sample was 209 children with ASD who took part in the UK's Millennium Cohort Study. Trajectories of problems across ages 3, 5, and 7 years were analyzed using growth curve models. The ASD-ADHD group decreased in conduct problems over time but the ASD+ADHD group continued on a high trajectory. Although SED was not a risk factor for ASD+ADHD, it was associated with elevated emotional problems among children with ASD+ADHD. The effect of SED on emotional problems was not attenuated by parenting or peer problems. POVERTY AND CHILD BEHAVIOUR IN ASD AND ASD+ADHD2

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“…Increasingly, the "third wave" therapies such as Acceptance and Commitment Therapy (ACT; Hayes, Strosahl & Wilson, 1999) and mindfulness-based therapies (Chiesa & Serretti, 2011;Grossman, Mieman, Schmidt & Walach, 2004) have been evaluated as intervention models to reduce psychological distress in carers of individuals with developmental disabilities. The results of these evaluations of acceptance-based (e.g., Blackledge & Hayes, 2006;Noone & Hastings, 2009;2010) and mindfulness-based (e.g., Benn, Akiva, Arel & Roeser, 2012;Ferraioli & Harris, 2012;Singh et al, 2006; interventions are encouraging in terms of stress reduction outcomes. However, theory building research, such as evidence for the mediating role of acceptance and mindfulness processes in understanding carer wellbeing generally post-dates these intervention evaluation research developments.…”

mentioning

confidence: 99%

Child Behavior Problems and Parental Well-Being in Families of Children With Autism: The Mediating Role of Mindfulness and Acceptance

Jones¹,

Hastings²,

Totsika³

et al. 2014

American Journal on Intellectual and Developmental Disabilities

151

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(2014) Child behavior problems and parental well-being in families of children with autism : the mediating role of mindfulness and acceptance. American Journal on Intellectual and Developmental Disabilities, Volume 119 (Number 2). pp. 171-185. Permanent WRAP url: http://wrap.warwick.ac.uk/62259 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. General mindfulness and mindful parenting had significant mediation effects for maternal anxiety, depression, and stress. These results contribute to evidence that mindfulness and acceptance may be important parental psychological processes, with implications for parent support.

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Comparison of the strengths and difficulties questionnaire (SDQ) scores between children with high-functioning autism spectrum disorder (HFASD) and attention-deficit/hyperactivity disorder (AD/HD)

Cited by 63 publications

References 14 publications

Prosocial skills in young children with autism, and their mothers’ psychological well-being: Longitudinal relationships

Prosocial skills in young children with autism, and their mothers’ psychological well-being: Longitudinal relationships

Poverty and the Growth of Emotional and Conduct Problems in Children with Autism With and Without Comorbid ADHD

Child Behavior Problems and Parental Well-Being in Families of Children With Autism: The Mediating Role of Mindfulness and Acceptance

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