Maternal Emotion Socialization and Child Problem Behaviours in an Autism Spectrum Disorder Population: The Role of the Broad Autism Phenotype and Distress

The current study examined emotion socialization (ES) processes in mothers of children with autism spectrum disorder (ASD) using a quantitative and qualitative approach. The quantitative methodology was used to explore ES practices and the outcome of child problem behaviours, while taking into account maternal characteristics of the broad autism phenotype (BAP) and distress (stress, anxiety, depression and parenting stress). For the quantitative portion of the study, participants included 57 mothers of children age 6 to 16 years diagnosed with high functioning ASD. Mothers were separated into groups: without BAP status group and with BAP status group. The results revealed that ES practices alone did not predict child problem behaviours. However, with the inclusion of distress as a moderator, the relation between ES and problem behaviours revealed differences between the BAP groups. That is, in mothers without BAP status, when predicting child problem behaviours, stress moderated emotion coaching, supportive reactions, and positive expressiveness. Anxiety and parenting stress also moderated emotion coaching. In mothers with BAP status, stress and parenting stress moderated the relation between negative expressiveness and child problem behaviours. Within the qualitative framework of the study, a thematic analysis revealed that mothers of children with ASD use a number of ES approaches when their children are experiencing negative emotions. Themes consistent with ES practices within typically developing populations emerged, as well as additional themes that have not been adequately captured in the literature (e.g., socialization that often accommodates children’s behavioural and emotional challenges) and therefore may be more unique to mothers parenting children with ASD. Clinical implications and future directions are discussed. EMOTION SOCIALIZATION IN ASD v ACKNOWLEDGEMENTS I would like to thank my research supervisor, Dr. Kim Babb, for your invaluable guidance, wisdom, and support throughout this project. I would also like to express appreciation to my committee members, Dr. Marcia Gragg and Dr. Debra Hernandez Jozefowicz, as you both have challenged me to take a different perspective and helped me to create a more balanced, thoughtful document. I am also very grateful to have had Dr. Daniel Seguin serve as my external examiner. Your supportive, positive, and encouraging comments were truly appreciated. A special thank you to Dr. Cory Saunders, a committee member, practicum supervisor, mentor, and friend. My clinical and research work would not have been the same without you. Thanks for all of the laughs and learning. To Tara, my parent advisor and go-to therapy expert, I cannot thank you enough for all of your guidance and insight. To my RCC crew, this research would not have happened without you. I’m grateful to have had the opportunity to work with such an amazing, supportive team. You have fostered my growth as a clinician and helped me to discover my passion for working with children with ASD and their families. Fedaa, your dedication to my project was outstanding. You are truly skilled and I was very lucky to have you as a research assistant. I would also like to thank Dr. John Strang and the Ozad Institute for their support on this project. Thank you to the b’yse who have been instrumental in my happiness (and stress reduction) throughout the graduate school process: Jess, Kristen, Shawna, Val, Amanda R. , Heather, Sandra, Jordan, Jen, Amanda L. , Sabrina, Anna, and Ksusha. The bottom would have fell right out of ‘er without ya’s! I am extraordinarily lucky to have such incredible parents – Thank you Mom and Dad for your unconditional love, support, and encouragement. Likewise, thank you to my brother who is always there to share a laugh and make me smile. I am also especially grateful for my husband. My goals have been achievable because of your continuous love and support, your patience and understanding. Now we need a corgi. Finally, a special thank you to the mothers who participated in the study. You are an inspiration. EMOTION SOCIALIZATION IN ASD vi TABLE OF CONTENTS AUTHOR’S DECLARATION OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v LIST OF ABBREVIATIONS xi LIST OF TABLES xii LIST OF FIGURES xiii CHAPTER 1