Parent, Teacher, and Self-Report of Problem and Adaptive Behaviors in Children and Adolescents with Asperger Syndrome

Barnhill, Gena P.; Hagiwara, Taku; Myles, Brenda Smith; Simpson, Richard L.; Brick, Megan L.; Griswold, Deborah E.

doi:10.1177/073724770002500205

Cited by 57 publications

(74 citation statements)

References 48 publications

(95 reference statements)

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“…Poor ER has been implicated in a range of emotional problems in children with ASD, such as anxiety [Gadow, Devincent, Pomeroy, & Azizian, 2005;Green, Gilchrist, Burton, & Cox, 2000;Simonoff et al, 2008;Wood & Gadow, 2010], depressive symptoms [Barnhill et al, 2000;Pouw, Rieffe, Stockmann, & Gadow, 2013;Zablotsky, Bradshaw, Anderson, & Law, 2013], and anger [Rieffe, Camodeca, Pouw, Lange, & Stockmann, 2012;Scarpa & Reyes, 2011]. A review of the literature reveals a relative lack of studies of ER in adults with ASD.…”

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confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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“…As noted earlier, and reflected in the literature (Barnhill et al, 2000b;Frith, 1991), even though frequently motivated to be near to and to socially interact with peers and adults, students with AS are deficient in age-appropriate, reciprocal social interaction skills such as those required to participate in cooperative play and related activities.…”

Section: Behavioral Interventions and Supports For Students With Aspementioning

confidence: 81%

“…In one of the few studies that attempted to identify the nature of behavior problems and adaptive behavior in students with AS, Barnhill et al (2000b) compared behavior rating scale inventories completed by parents, teachers, and students. The results revealed that parents had significantly greater concern about the behavior and social skills of their .…”

Section: Behavioral and Emotional Characteristics Of Students With Asmentioning

confidence: 99%

Effective Practices for Students With Asperger Syndrome

Myles¹,

Simpson²

2017

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“…They will make repeated inappropriate efforts to interact with a peer and continue to repeat the unsuccessful overture becoming increasing frustrated and ultimately acting out. (Attwood, 2007;Barnhill, Hagiwara, Myles, Simpson, Brick, & Griswold, 2000;Dewey, 1999;Dissanayake, 2004;Harris, 1994;Harris & Powers, 1984;Myles & Adreon, 2001;Myles & Simpson, 1998;Tantum, 2000).…”

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confidence: 99%

“…Yet, references are repeatedly made within these studies to the important role parents play in the child's life and the crucial need to include them in the planning, behavior management, and skill development. (Attwood, 2007(Attwood, , 1998Barnhill et al, 2000;Klin, Volkmar, & Sparrow, 2000;Myles & Adreon, 2001;Ozonoff, Dawson, & MacPartland, 2002;Schuntermann, 2002;Tantum, 2000).…”

mentioning

confidence: 99%

Parents of Children with Asperger Syndrome: Relationships between Early Attachment Experiences and Parenting Behaviors

Angus¹

2013

Child Studies in Diverse Contexts

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Parent, Teacher, and Self-Report of Problem and Adaptive Behaviors in Children and Adolescents with Asperger Syndrome

Cited by 57 publications

References 48 publications

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Effective Practices for Students With Asperger Syndrome

Parents of Children with Asperger Syndrome: Relationships between Early Attachment Experiences and Parenting Behaviors

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