Parental coping as a buffer between child factors and emotion-related parenting in families of children with autism spectrum disorder.

Parents of children with autism spectrum disorder (ASD) experience high levels of stress related to their children's symptoms and comorbid behavior problems. Adaptive parental coping in response to child-related stressors is proposed to serve a buffering function, and yet, little research has examined whether coping actually moderates associations between child factors and parent outcomes in this population. The few studies to do so have focused on parent well-being as the primary outcome and have not considered the degree to which child-related stressors may affect parenting and contribute to maladaptive transactional parent-child processes over time.

Parental Socialization of Emotion and Psychophysiological Arousal Patterns in Children with Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) are at considerable risk for difficulties with emotion regulation and related functioning. Although it is commonly accepted that parents contribute to adaptive child regulation, as indexed by observable child behavior, theory and recent evidence suggest that parenting may also influence relevant underlying child physiological tendencies. The current study examined concurrent associations between two elements of parental socialization of emotion and measures of both sympathetic and parasympathetic nervous system activity in 61 children with ASD aged 6 to 10 years.

Examining relationships between child skills and potential key components of an evidence-based practice in ASD.

Background: Research in autism spectrum disorders (ASD) has identified a need to understand key components of complex evidence-based practices (EBP). One approach involves examining the relationship between component use and child behavior.

Aims: This study provides initial evidence for identifying key components in a specific EBP, Pivotal Response Training (PRT).

Stability of bullying and internalizing problems among adolescents with ASD, ID, or typical development.

Background: It is known that children with disabilities, especially adolescents with autism spectrum disorder (ASD), are at increased risk for victimization. However, little is known about the impact of victimization over time.

Aims: Primary aims included identifying to what extent risk factors (i.

University life with ASD: Faculty knowledge and student needs.

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies.