Literaturnachweis - Detailanzeige
| Autor/inn/en | Tollerfield, Isobel; Chapman, Hazel M.; Lovell, Andrew |
|---|---|
| Titel | Underlying Thinking Pattern Profiles Predict Parent-Reported Distress Responses in Autism Spectrum Disorder |
| Quelle | In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.2112-2131 (20 Seiten)
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| Zusatzinformation | ORCID (Tollerfield, Isobel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-021-05092-8 |
| Schlagwörter | Parent Attitudes; Emotional Disturbances; Autism; Pervasive Developmental Disorders; Profiles; Diversity; Cognitive Processes; Perspective Taking; Empathy; Sensory Integration; Clinical Diagnosis; Metacognition; Thinking Skills; Self Control |
| Abstract | Appreciating autistic neurodiversity is important when supporting autistic people who experience distress. Specifically, use of a profiling model can reveal less visible autistic differences, including strengths and abilities. Binary logistic regressions showed that the likelihood of extreme distress responses could be interpreted based on parent-reported autistic thinking pattern profiles for 140 young people. Perspective-taking (specifically empathy), extreme demand avoidance, and over-sensory sensitivity each contributed to the combined regression models. From the clinical perspective of autism as a multi-dimensional and inter-connected construct, there may be implications for planning support and building positive self-understanding. Individually tailored adjustments and support strategies may be identified more easily after delineating variables found across four core aspects: sensory coherence, flexible thinking, perspective-taking, and regulation. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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