Parenting stress in autism spectrum disorder may account for discrepancies in parent and clinician ratings of child functioning

Schwartzman, Jessica M.; Hardan, Antonio Y.; Gengoux, Grace

doi:10.1177/1362361321998560

Cited by 15 publications

(15 citation statements)

References 78 publications

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“…For example, previous research has shown that parental stress is higher in families where a child has a diagnosis of ASD [43]. This increased parental stress has been shown to affect how parents assess some aspect of their child development in child studies [44]. Although the previously mentioned study did not find stress to affect ratings of expressive and receptive vocabulary, it should be noted that this study assessed parents of older children.…”

Section: Does Age Moderate the Effect Size Or The Mean Difference Of The Expressive And Receptive Vocabulary Size Of The Infant Groups?mentioning

confidence: 61%

The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL

Belteki

Lumbreras

Fico

et al. 2022

IJERPH

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Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of children diagnosed with ASD are at elevated likelihood for ASD diagnosis and have been shown to have higher prevalence rates than the general population. In this paper, we systematically reviewed studies looking at the vocabulary size and development of infants with autism. One inclusion criterion was that infants were grouped either pre-diagnostically as elevated or typical likelihood or post-diagnostically as ASD or without ASD. This review focused on studies that tested infants up to 24 months of age and that assessed vocabulary either via the parent-completed MacArthur–Bates Communicative Developmental Inventory (CDI) or the clinician-administered Mullen Scales of Early Learning (MSEL). Our systematic search yielded 76 studies. A meta-analysis was performed on these studies that compared the vocabulary scores of EL and TL infants pre-diagnostically and the scores of ASD and non-ASD infants post-diagnostically. Both pre- and post-diagnostically, it was found that the EL and ASD infants had smaller vocabularies than their TL and non-ASD peers, respectively. The effect sizes across studies were heterogenous, prompting additional moderator analyses of age and sub-group analyses of the language measure used (CDI or MSEL) as potential moderators of the effect size. Age was found to be a moderator both in the pre- and post-diagnostical groups, however, language measure was not a moderator in either diagnostic group. Interpretations and future research directions are discussed based on these findings.

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Section: Does Age Moderate the Effect Size Or The Mean Difference Of The Expressive And Receptive Vocabulary Size Of The Infant Groups?mentioning

confidence: 61%

The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL

Belteki

Lumbreras

Fico

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Another main limitation to the study is the reliance on participant-reported measures in a cross-sectional design. While caregivers are highly sensitive to changes in their child's functioning, with their reported concerns meeting standards for developmental screening test specificity and sensitivity [67], we cannot rule out the possibility that the heightened stress levels during the COVID-19 pandemic can impact caregiver ratings of child functioning, as demonstrated in a previous study [68]. As such, the findings would be stronger if functioning was assessed from multiple sources.…”

Section: Limitationsmentioning

confidence: 78%

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

et al. 2022

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There is evidence of negative impact of social distancing and confinement measures to manage the COVID-19 pandemic on children, including increased anxiety and depression and behaviour difficulties. Paradoxically, positive impacts like increased support and more self-care activities have also been documented. Little is known about the impact of the COVID-19 pandemic on the children with disability and the potential role of familial, environmental, and biological factors on mitigating this impact. The aims of the study were 1) identifying profiles of functioning across multiple domains during the COVID-19 pandemic and 2) examining the extent to which parenting self-efficacy, support in accessing schooling, and type of diagnosis predict the likelihood of resilience among children with disability, after controlling for household income and single-parent status. An online survey developed from COVID-19 guidance recommendations, was available from June 11- July 21, 2020, and resulted in a convenience sample of caregivers across Canada (n = 883) of children with disability (mean age of 9.4 years old, SDage = 5.7, 58% male). We conducted latent class analysis to examine the number of latent profiles on caregiver-reported changes of 12 functioning domains, as either ‘worsening’, ‘no change’, or ‘improving’. Most participants belonged to ‘stable’ or ‘worsening’ profiles. However, we identified a small subgroup with improvements in child functioning, a pattern indicative of a ‘resilient’ profile. Using a multinomial logistic regression, we found that diagnosis type, parenting self-efficacy and support in accessing schooling were associated with membership in the Resilient or Stable profiles compared to the Worsening profile, after controlling for single-parent status and income. Taken together, our findings identified variability in responses to adversity that is dependent on the child’s diagnosis type, parenting self-efficacy, and support in accessing schooling. By identifying potentially modifiable predictors of resilience, namely parenting self-efficacy and support in accessing schooling, we signal the potential for tailored supports for different diagnoses, through interventions that enhance caregiver empowerment, access to schooling, access to health and social services, and/or mitigate disparities resulting from social disadvantage.

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“…Third, the relationship between parental distress and parent-reported child EBPs may be due to shared method variance (Podsakoff et al, 2003 ). There is some evidence to show that levels of parenting stress are associated with parental reports of certain domains of child functioning, such as behavioral problems, but not linked with clinician ratings of child functioning (Schwartzman et al, 2021 ). Exploration of relationships between parenting stress and reports of EBPs in other settings (such as teacher-reported EBPs and observational measures of child behavior) is limited.…”

Section: Introductionmentioning

confidence: 99%

Parent, Teacher and Observational Reports of Emotional and Behavioral Problems in Young Autistic Children

Palmer

Tarver

Leno

et al. 2022

J Autism Dev Disord

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Emotional and behavioral problems (EBPs) frequently occur in young autistic children. Discrepancies between parents and other informants are common but can lead to uncertainty in formulation, diagnosis and care planning. This study aimed to explore child and informant characteristics are associated with reported child EBPs across settings. Participants were 83 4–8-year-old autistic children and their parents and teachers in the Autism Spectrum Treatment and Resilience (ASTAR) study. Questionnaires of child EBPs were completed by parents and teachers, and self-reported parenting stress and wellbeing measures were obtained. An observation of parent–child/researcher-child interaction was also completed. Parents reported more EBPs than teachers and parent-teacher agreement was low, particularly for emotional problems. Greater parenting stress and being verbal was associated with more parent- but not teacher-reported EBPs. More observed behaviors that challenge were displayed by minimally verbal children. More parenting stress could be associated with the presence of more EBPs in the home; alternatively, parenting stress may confound reports. It is essential for assessments of EBPs in autistic children to take a multi-informant approach. Better understanding of the associations between informant characteristics and informant discrepancies of EBPs is needed.

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Parenting stress in autism spectrum disorder may account for discrepancies in parent and clinician ratings of child functioning

Cited by 15 publications

References 78 publications

The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL

The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL

Factors associated with resilience among children and youths with disability during the COVID-19 pandemic

Parent, Teacher and Observational Reports of Emotional and Behavioral Problems in Young Autistic Children

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