Lagging Skills Contribute to Challenging Behaviors in Children with Autism Spectrum Disorder without Intellectual Disability

Autor/inn/en	Maddox, Brenna B.; Cleary, Patrick; Kuschner, Emily S.; Miller, Judith S.; Armour, Anna Chelsea; Guy, Lisa; Kenworthy, Lauren; Schultz, Robert T.; Yerys, Benjamin E.
Titel	Lagging Skills Contribute to Challenging Behaviors in Children with Autism Spectrum Disorder without Intellectual Disability
Quelle	In: Autism: The International Journal of Research and Practice, 22 (2018) 8, S.898-906 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361317712651
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Behavior Problems; Interpersonal Competence; Emotional Response; Self Control; Executive Function; Language Skills; Barriers; Adolescents; Depression (Psychology); Inhibition; Child Behavior; Adjustment (to Environment); Autism Diagnostic Observation Schedule; Behavior Assessment System for Children; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Interpersonale Kompetenz; Emotionales Verhalten; Selbstbeherrschung; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hemmung
Abstract	Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child's "lagging skills." The primary Collaborative and Proactive Solutions lagging skills--executive function, emotion regulation, language, and social skills--are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6-15 years) completed measures of their children's challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants' challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child's lagging skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01