Autism Severity and Qualities of Parent-Child Relations

Autor/inn/en	Beurkens, Nicole M.; Hobson, Jessica A.; Hobson, R. Peter
Titel	Autism Severity and Qualities of Parent-Child Relations
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 1, S.168-178 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1562-4
Schlagwörter	Parent Child Relationship; Autism; Severity (of Disability); Interaction; Children; Early Adolescents; Video Technology; Parent Attitudes; Correlation; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Autismus; Schweregrad; Interaktion; Child; Kind; Kinder; Elternverhalten; Korrelation
Abstract	The aim of this study was to examine how severity of autism affects children's interactions (relatedness) and relationships with their parents. Participants were 25 parent-child dyads that included offspring who were children with autism aged from 4 to 14 years. The severity of the children's autism was assessed using the calibrated severity metric of the Autism Diagnostic Observation Schedule (Gotham et al. in "J Autism Dev Disord: 39:693-705, 2009). Parent-child dyads were videotaped in 10-min semi-structured play interactions, and qualities of interpersonal relatedness were rated with the Dyadic Coding Scales (Humber and Moss in "Am J Orthopsychiatr" 75(1):128-141, 2005). Quality of relationships between parents and children were evaluated with a parent self-report measure, the Parent Child Relationship Inventory (Gerard in "Parent-Child Relationship Inventory (PCRI) manual." WPS, Los Angeles, 1994). Multivariate regression analysis revealed that severity of autism was inversely related to patterns of parent-child interaction but not to reported quality of parent-child relationship. We consider the implications for thinking about relatedness and relationships among children with autism, and opportunities for intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10