This study aims to identify the factors that are of influence on parenting stress in parents of autistic children. Previous studies have found that parents of autistic children experience more...Show moreThis study aims to identify the factors that are of influence on parenting stress in parents of autistic children. Previous studies have found that parents of autistic children experience more parenting stress than parents of children without autism or other diagnoses. Parenting stress can result in negative outcomes for the family as stressed parents tend to provide less effective stimulation for the development of the child. Stressed parents also have a higher risk of becoming depressed and having a decreased physical health. The influence of children’s age, parental educational level, the behavioural problems, autistic symptoms of the child and of their parents, on parenting stress were investigated in a group of 39 autistic Dutch children. Children were between the ages of 8 and 17 years old. A control group of non-autistic children (n = 84, Age min = 9, max = 14) was used to examine whether or not parenting stress was higher among the parents of the autistic children. Parenting stress was quantified using the Nijmeegse Ouderlijke Stress Index, behavioural problems with the Strengths and Difficulties Questionnaire and the Autism Quotient-test was used to measure the severity of autistic symptoms in the children and parents. Results indicated that: (1) The parents of the autistic children reported significantly higher levels of parenting stress than the parents of the non-autistic children. (2) Higher levels of education in mothers and more severe autistic symptoms in the autistic children and parents is a significant predictor for the level of parenting stress. (3) Behavioural problems of the autistic children were significantly related to parenting stress. These results confirm previous research, but also shed new light on factors associated with parenting stress in parents of autistic children. This knowledge can be used in psycho-education, prevention and intervention methods for parents of autistic children.Show less
This research describes the correlation between the Theory of Mind and several aspects of language in children diagnosed with an Autism Spectrum Disorder (ASD). In this research, data from an...Show moreThis research describes the correlation between the Theory of Mind and several aspects of language in children diagnosed with an Autism Spectrum Disorder (ASD). In this research, data from an earlier study was used, that was done by the Universiteit Leiden (N = 147). This study included 65 girls (M = 10.6) and 82 boys (M = 11.1), between 8 and 17 years old. A t-test for independent samples was used, and several Pearson’s r correlation coefficients. The results show a weaker Theory of Mind in children diagnosed with an ASD, in comparison to children without ASD. In addition, all language aspects have a significant positive correlation with the Theory of Mind. These correlations all have a large effect. In future studies, more research is needed about the correlation of other language aspects with Theory of Mind, and the level of these language aspects in children diagnosed with an ASD. With this knowledge, a complete image can be created about the correlation of every aspect of the language development. Also, a complete image can be created about the strengths and weaknesses of the language development of children with an ASD.Show less
One of the characteristics of Autism Spectrum Disorder (ASD) is difficulties with social interaction, which is the focus of this study. The main question is whether or not the level of intelligence...Show moreOne of the characteristics of Autism Spectrum Disorder (ASD) is difficulties with social interaction, which is the focus of this study. The main question is whether or not the level of intelligence can explain the individual differences in the quality of social skills in children with ASD. This study consisted of 108 children between 8.2 and 14.2 years, 22 children with autism spectrum disorder, 19 boys and 3 girls (M = 10,52, SD = 1,33), and 86 children with normal development, 35 boys and 51 girls (M = 10,64, SD = 1,15). The measurement instruments used in this study are the SCVT, SSRS and two items of the Wechsler Intelligence Scales and for Children (WISC-III), block design and vocabulary. The effect of intelligence level, visual spatial skills and verbal skills, on the development of social skills was investigated. It was proposed that a higher level of intelligence was related to a higher level of social skills. These hypotheses were supported by the results. A higher level of intelligence correlated with better developed social skills, both in children with ASD and children with normal development. A higher level of visual spatial skills in children with ASD appears to be associated with better developed social skills. Both in children with ASD and children with normal development a higher level of verbal skills correlated with better developed social skills.Show less
The level of pragmatic language of 38 children with Autism Spectrum Disorders (M= 11.4, SD= 1.90) is compared with 84 children from a control-group (M= 10.6, SD= 1.11). First of all, the level of...Show moreThe level of pragmatic language of 38 children with Autism Spectrum Disorders (M= 11.4, SD= 1.90) is compared with 84 children from a control-group (M= 10.6, SD= 1.11). First of all, the level of pragmatic language of children with autism spectrum disorders (ASD) was compared with the group of typically developing children using the Clinical Evaluation of Language Fundamentals-4-NL (CELF-4-NL). Furthermore, gender differences, the influence of age and the educational level of fathers on pragmatic language level of the ASD children has been examined and compared with the control-group. Finally, the influence of problems in reciprocal social interaction of ASD children on the level of pragmatic development has been examined. The Autism Diagnostic Interview – Revised (ADI-R) was used to study the degree of problems in reciprocal social interaction. The results indicated a large difference between the pragmatic abilities of the ASD-group and the control-group. The children without ASD have significantly better developed pragmatic abilities. This result replicates other studies about the pragmatic abilities of ASD-children. Furthermore, the results showed that there is no difference between the pragmatic language level of boys and girls with ASD. In addition, the age of the child seems to have no influence on pragmatic abilities. It is recommended replicate this study in a more age-varied sample. The results also showed that a high level of education of fathers had a positive influence on pragmatic abilities of children without ASD, but not on the abilities of ASD-children. Finally, there was no effect of the degree of problems in reciprocal social interaction on the pragmatic abilities of children with ASD. This result was unexpected, because previous research concluded that social insight and empathy are important for using pragmatics.Show less
Social anxiety occurs in 7% of the population and has a high rate of comorbidity with Autism Spectrum Disorders (ASD). The present study examined the relation between social anxiety and the theory...Show moreSocial anxiety occurs in 7% of the population and has a high rate of comorbidity with Autism Spectrum Disorders (ASD). The present study examined the relation between social anxiety and the theory of mind (TOM) in a population of children with and without ASD. This research hypothesized that children with a more developed TOM experience more social fear. Participants were 59 children (M= 11.7 years, SD=2.1 years) with an ASD and 86 children (M=10.6 years, SD=1.1 years) without an ASD. In total 145 participants made the Social Cognitive Skills Test for measurement of Theory of Mind and the Social Anxiety Scale for Children for the measurement of social anxiety. Contrary to the expected, children without ASD with a better developed TOM experience less social anxiety (r (85) = -.26, p <.05). No significant findings were observed between social anxiety, TOM and children with ASD (r (26) = -.18, p = .371). When controlling for age and gender, there are no differences between children with or without ASD on the TOM (F (1, 102) = 2.54, p = .11, η2 =.024). Overall, girls (M =130.6 en SD = 19.2) and children older than eleven years (M=132.6, SD=16.5) have a better developed TOM than boys and younger children. The results from this study can contribute to the knowledge for treatments that are effective for children with ASD, children in general and possibly for children with low-functioning autism in particular. Recommendations for future research are to research the differences between low-functioning and high-functioning autism in the relation between social anxiety and TOM.Show less
