The Role of Parental Attributions and Discipline in Predicting Child Problem Behavior in Preschoolers with and without Autism Spectrum Disorder

被引:0
作者
Sarah E. Berliner
Lauren J. Moskowitz
Megan Braconnier
William F. Chaplin
机构
[1] Kids of New York Applied Behavior Analysis,
[2] St. John’s University,undefined
[3] Department of Psychology,undefined
来源
Journal of Developmental and Physical Disabilities | 2020年 / 32卷
关键词
Autism spectrum disorder; Parenting; Lax discipline; Parental attributions; Externalizing behavior problems; Overreactive discipline; Harsh discipline;
D O I
暂无
中图分类号
学科分类号
摘要
Although previous research indicates that both parental attributions for child misbehavior and parenting discipline are associated with child problem behavior, there is a lack of research examining the relationship between these variables in parents of young children with Autism Spectrum Disorder (ASD). This study investigated the relations between parental attributions, parenting discipline, and child problem behavior in parents of preschoolers with ASD (n = 67) as compared to parents of neurotypically developing preschoolers (n = 57). Group differences in levels of parental attributions of child internality, child stability, and child controllability, as well as lax and overreactive discipline and level of parent-reported child problem behavior, were analyzed. Additionally, child ASD status, parental attributions of controllability, lax discipline, and child problem behavior were examined within a serial multiple mediator model. Results indicated that, compared to parents of neurotypical preschoolers, parents of preschoolers with ASD were more likely to use lax discipline and attribute their child’s problem behavior to factors that were uncontrollable by the child and stable over time. There were no significant group differences in attributions of child internality or overreactive discipline. The relation between child ASD status and level of child problem behavior was mediated through attributions of low child controllability and lax discipline, although controllability was the primary pathway to child problem behavior. The findings contribute to the limited literature on parental attributions, parenting discipline, and child problem behavior, and can inform future intervention for child problem behavior, particularly in the area of parent training.
引用
收藏
页码:695 / 717
页数:22
相关论文
共 143 条
  • [1] Arim RG(2012)Contextual influences of parenting behaviors for children with neurodevelopmental disorders: Results from a Canadian national survey Disability and Rehabilitation 34 2222-2233
  • [2] Garner RE(1993)The parenting scale: A measure of dysfunctional parenting in discipline situations Psychological Assessment 5 137-144
  • [3] Brehaut JC(2005)Maternal use of physical punishment in response to child misbehavior: Implications for child abuse prevention Child Abuse and Neglect 29 169-185
  • [4] Lach LM(2011)Change in maternal criticism and behavior problems in adolescents and adults with autism across a seven-year period Journal of Abnormal Psychology 120 465-475
  • [5] Mackenzie MJ(2011)Autistic traits and autism spectrum disorders: The clinical validity of two measures presuming a continuum of social communication skills Journal of Autism and Developmental Disorders 41 66-72
  • [6] Rosenbaum PL(2015)Predictors of parenting stress in children referred for an autism spectrum disorder diagnostic evaluation Journal of Developmental and Physical Disabilities 27 617-635
  • [7] Kohen DE(1998)Measuring parental attributions: Conceptual and methodological issues Journal of Family Psychology 12 459-480
  • [8] Arnold DS(2000)Latina mothers’ attributions, emotions, and reactions to the problem behaviors of their children with developmental disabilities Journal of Child Psychology and Psychiatry 41 245-252
  • [9] O'Leary SG(2019)Parenting behavior and the development of children with autism spectrum disorder Comprehensive Psychiatry 90 21-29
  • [10] Wolff LS(2008)Predicting maternal discipline responses to early child aggression: The role of cognitions and affect Parenting: Science & Practice 8 240-256