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Estes A, Munson J, John TS, Dager SR, Rodda A, Botteron K, Hazlett H, Schultz RT, Zwaigenbaum L, Piven J, Guralnick MJ. Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder. J Autism Dev Disord 2019. [PMID: 28634707 DOI: 10.1007/s10803-017-3202-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Preschool-aged siblings of children with ASD are at high-risk (HR) for ASD and related challenges, but little is known about their emerging peer competence and friendships. Parents are the main providers of peer-relationship opportunities during preschool. Understanding parental challenges supporting early peer relationships is needed for optimal peer competence and friendships in children with ASD. We describe differences in peer relationships among three groups of preschool-aged children (15 HR-ASD, 53 HR-NonASD, 40 low-risk, LR), and examine parent support activities at home and arranging community-based peer activities. Children with ASD demonstrated precursors to poor peer competence and friendship outcomes. Parents in the HR group showed resilience in many areas, but providing peer opportunities for preschool-age children with ASD demanded significant adaptations.
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Affiliation(s)
- Annette Estes
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA. .,Department of Psychology, University of Washington, Seattle, WA, USA.
| | - Jeffrey Munson
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA
| | - Tanya St John
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Stephen R Dager
- Department of Radiology, University of Washington, Seattle, WA, USA
| | - Amy Rodda
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA
| | - Kelly Botteron
- Department of Psychiatry, Washington University, St. Louis, MO, USA
| | - Heather Hazlett
- Carolina Institute for Developmental Disabilities, Chapel Hill, NC, USA
| | - Robert T Schultz
- The Center for Autism Research, Department of Pediatrics, Children's Hospital of Pennsylvania, University of Pennsylvania, Philadelphia, PA, USA
| | | | - Joseph Piven
- Carolina Institute for Developmental Disabilities, Chapel Hill, NC, USA
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Floyd FJ, Olsen DL. Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2017; 52:203-211. [PMID: 29276325 DOI: 10.1016/j.appdev.2017.08.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.
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Affiliation(s)
- Frank J Floyd
- University of Hawaii at Manoa, Department of Psychology, 2530 Dole St., Sakamaki C-400, Honolulu, HI 96822, US
| | - Darren L Olsen
- University of Hawaii at Manoa, Department of Psychology, 2530 Dole St., Sakamaki C-400, Honolulu, HI 96822, US
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Medeiros KF, Cress CJ, Lambert MC. Mastery motivation in children with complex communication needs: longitudinal data analysis. Augment Altern Commun 2016; 32:208-18. [DOI: 10.1080/07434618.2016.1179789] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
Affiliation(s)
- Kara F. Medeiros
- Communication Sciences and Disorders, Worcester State University, MA, USA
| | - Cynthia J. Cress
- Special Education and Communication Disorders, University of Nebraska-Lincoln, NE, USA
| | - Matthew C. Lambert
- Special Education and Communication Disorders, University of Nebraska-Lincoln, NE, USA
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