Childhood Predictors of Young Adult Social Functioning in 22q11.2 Deletion Syndrome

Autor/inn/en	Wagner, Kayla E.; Kates, Wendy R.; Fremont, Wanda; Antshel, Kevin M.
Titel	Childhood Predictors of Young Adult Social Functioning in 22q11.2 Deletion Syndrome
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 8, S.2480-2501 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3165-6
Schlagwörter	Predictor Variables; Children; Longitudinal Studies; Young Adults; Interpersonal Competence; Genetic Disorders; Family Environment; Child Rearing; Stress Variables; Adolescents; Parent Attitudes; Symptoms (Individual Disorders); Psychosis; Behavior Problems + Suchen Sie Ihr Suchwort? Prädiktor; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Young adult; Junger Erwachsener; Interpersonale Kompetenz; Familienmilieu; Kindererziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Elternverhalten; Psychiatrische Symptomatik; Psychose
Abstract	The primary objectives of the current prospective longitudinal study were to (a) describe social functioning outcomes and (b) identify childhood predictors of social functioning in young adults with (22q11.2DS). Childhood predictors of young adult social functioning were examined. Family environment and parental stress in adolescence were investigated as potential mediators between childhood variables and adult social functioning. Parent rated childhood internalizing symptoms significantly predicted young adult social functioning in 22q11.2DS, even after controlling for concurrent positive symptoms of psychosis, and problem behaviors contributing to parenting stress in adolescence partially mediated this relationship. These findings highlight child internalizing symptoms and adolescent problem behaviors as potential targets for social functioning interventions in 22q11.2DS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01