Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder

被引：13

作者：

Caplan, Barbara ^{[1
]}

Blacher, Jan ^{[2
]}

Eisenhower, Abbey ^{[3
]}

机构：

[1] Univ Calif Los Angeles, Dept Psychol, 3423 Franz Hall, Los Angeles, CA 90095 USA

[2] Univ Calif Riverside, Dept Educ, Riverside, CA 92521 USA

[3] Univ Massachusetts, Dept Psychol, Boston, MA 02125 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2019年 / 49卷 / 08期

关键词：

Parenting; Responsivity; Social skills; Autism spectrum disorder; YOUNG-CHILDREN; VERBAL RESPONSIVENESS; MATERNAL RESPONSIVENESS; LANGUAGE-DEVELOPMENT; EMOTIONAL-PROBLEMS; TODDLERS; BEHAVIORS; LONELINESS; PREDICTORS; AGREEMENT;

D O I：

10.1007/s10803-019-04039-4

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Children with autism spectrum disorder (ASD) vary greatly in social functioning, and in turn, long-term relational and academic outcomes. Responsive parenting which follows a child's lead and focus of attention is predictive of language and social gains for children with or without developmental risk. The present study prospectively assessed 176 families of children with ASD (ages 4 to 7years) to examine predictors of observed responsive parenting and associations of responsive parenting with concurrent and prospective growth in social functioning by multi-method assessment. Responsive parenting concurrently associated with child characteristics (IQ, language, sex) and child social engagement within the interaction. Structural equation models revealed that responsive parenting positively predicted prospective growth in social skills by teacher but not parent report.

引用

页码：3203 / 3217

页数：15

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