Elevated Attention Problems and Observed Parenting in a Sample of Preschoolers with Autism Spectrum Disorder
Creators: Kangas-Dick, Kayleigh
Publisher: name: Columbia University
Year: 2021
Subjects: School psychology
Autism spectrum disorders in children
Children with autism spectrum disorders
Preschool children--Psychology
Parents of autistic children
Parents of children with disabilities

description: Background. The experience of parenting children with Autism Spectrum Disorder (ASD) is generally understood to encompass higher levels of parenting stress relative to families of typically developing children and, in many instances, when viewed in comparison to children with other disabilities. Emerging evidence suggests that when children with ASD present with elevated attention problems, parents may be more likely to engage in harsh parenting during dyadic interactions (Donnelly, 2015). Despite this, few studies have examined the relationship between attention problems and observed parenting in families of children with ASD, which has been well-described in the literature as a particularly challenging context for parents. This dissertation investigated the relationship between child attention and observed parenting behaviors in a community sample of mothers of children with ASD in early childhood. The extent and nature of this relationship was further explored by observing whether parenting stress and depression played a role in mediating this relationship, and by investigating whether the relationship varied by child behavior and level of functioning. Parenting behaviors were directly observed across three dyadic tasks selected to approximate naturalistic situations in which parents and their children interact. It was hypothesized that increased attention problems would be linked to greater parenting stress, decreased positive parenting, and increased harsh parenting. Increased understanding of how attention problems relate to parenting within an ASD population will inform the selection and design of interventions uniquely suited to meet the needs of children and their families. Methods. This sample of 42 mother-child dyads included children with ASD attending a specialized preschool, where they received Applied Behavior Analysis educational programming. Child participants ranged in age from two years, six months to five years, six months, and all diagnostic classifications were corroborated through the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., 2012). Parent and child behaviors during dyadic interactions were video recorded and then coded using the Psychological Multifactor Care Scale — ASD Adapted Preschool Version (Brassard, Donnelly, Hart, &amp; Johnson, 2016). These direct observations of parent and child behavior were used to examine quality of parenting, child negativity toward the mother, and child engagement in tasks during parent-child interactions. Following the interaction, mothers completed a number of self-report measures assessing demographic characteristics, Parenting Stress Index, Fourth Edition, Short Form (PSI-4: SF; Abidin, 2012, maternal depressive symptoms on the PHQ9 (Kroenke, Spitzer, &amp; Williams, 2001), and the Attention Problems scale on the Child Behavior Checklist (Achenbach &amp; Rescorla, 2001). Classroom teachers completed the Communication domain of the Vineland Adaptive Behavior Scales –Third Edition (Vineland-3; Sparrow, Cicchetti, &amp; Saulnier, 2016). Results. Children with ASD and clinically elevated attention problems (n = 19) had signifiantly lower verbal ability, more CBCL aggression, and their mothers reported signficantly more stress than children with ASD only (n = 23). Observed child engagement was significntly correlated with CBCL attention problems in the overall sample (r = -.42, p