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Most teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches', teachers', and autistic peoples' perspectives to identify key components integral to autism-focused coaching as well as strategies that enhance the feasibility and acceptability of each component. Interviews with seven K-2nd grade teachers, ten autistic adolescents and adults, and a focus group with six coaches were qualitatively examined using an inductive approach and incorporated grounded theory practices to develop an autism-focused coaching framework. This framework consists of four contextual elements that were identified as crucial to coaching within an autism-specific context, including the use of a neurodiversity-affirming lens and coaches' strong autism knowledge. This framework also comprises eight sequential coaching components informed by principles of adult learning theory (e.g. observation, feedback, self-reflection) that are generalizable to supporting teachers' work with autistic and neurodivergent students. These findings offer guidance to coaches and program developers regarding key components to implement when working with teachers supporting autistic students. We highlight specific recommendations within each component to maximize the feasibility and social validity of autism-specific coaching. [ABSTRACT FROM AUTHOR]

Background: Teenage youth with co-morbid intellectual disability (ID) and autism spectrum disorder (ASD) could be at higher risk for behavioral and social difficulties than youth with ID only. Methods: Youth aged 13 years were diagnosed with ID (n = 37), ID/ASD (n = 26), or typical development (TD, n = 98). Mothers and teachers completed measures of youth behavior problems, mental health, social skills, friendships, and their own well-being. Results: ID/ASD youth were at heightened risk across almost all measures when compared with TD youth. On 14 of the 38 domains assessed, ID/ASD youth had significantly more difficulties than youth with ID only. Most notably, they scored higher on internalizing problems and lower on friendships and peer acceptance. Their mothers reported lower well-being for themselves. Conclusion: Compared to families of youth with ID only, youth with combined ID/ASD experienced greater psychological and social difficulties and their mothers experienced lower-well-being. [ABSTRACT FROM AUTHOR]

Introduction: We examined the development of anxiety in youth with or without intellectual disabilities (ID). We also examined the effects of child delay status, temperament, ethnicity, and negative parenting on anxiety symptom trajectory. Method: Participants were 177 families in (blinded). We employed latent growth curve modeling to examine the trajectory of anxiety symptoms (ages 3–13 years) and to examine the individual and interactive effects of variables in predicting age 3 anxiety and change in anxiety. Results: Anxiety symptoms increased over time. Children with ID demonstrated higher levels of anxiety compared to typically developing (TD) children. Social fearfulness was positively associated with anxiety at age 3. Anxiety increased at a slower rate in Latino children. Negative parenting positively predicted rate of change in anxiety for children with ID but not TD children.Conclusions: These findings inform early intervention targets for culturally diverse families of children with or without ID. [ABSTRACT FROM AUTHOR]

Individual differences in emotion regulation are central to social, academic, occupational, and psychological development, and emotion dysregulation (ED) in childhood is a risk factor for numerous developmental outcomes. The present study aimed to (a) describe the developmental trajectory of ED across early childhood (3-6 years) and (b) examine its sensitivity to youth serotonin transporter genotype, positive and negative parenting behaviors, and their interaction. Participants were 99 families in the Collaborative Family Study, a longitudinal study of children with or without developmental delays. Child ED and early parenting were coded from parent-child interactions. To examine serotonin transporter genotype as a moderator between parenting and child emotion dysregulation (ED), children with the homozygous short (SS) genotype were compared to children with the homozygous long (LL) or heterozygous (SL) genotype. We used latent growth curve modeling (LGCM) to model yearly change in ED from child age 3 to 6 years. LGCM revealed that ED decreased overall across early childhood. In addition, we observed separate Genotype × Positive and Genotype × Negative parenting behavior interactions in predictions of ED growth curves. Children with the SL/LL genotype had ED trajectories that were minimally related to positive and negative parenting behavior, whereas ED decreased more precipitously among children with the SS genotype when exposed to low negative parenting or high positive parenting. These findings provide evidence for Gene × Environment interactions (G×Es) in the development of ED in a manner that is conceptually consistent with vantage sensitivity, and they improve inferences afforded by prospective designs. [ABSTRACT FROM AUTHOR]

BackgroundHaving a child with intellectual disability impacts all family members, with both parents and siblings having to adjust. Negative impact on the typically developing sibling, specifically, has been shown to vary based on caregiving responsibilities and mothers’ stress level. MethodThis study gathered information from 238 Latina and Anglo mothers of young adults with intellectual disability to explore sibling negative impact related to maternal stress, positive feelings about parenting, sibling diagnostic category, and cultural group. ResultsMothers experiencing more stress reported higher levels of sibling impact; mothers with more positive feelings about parenting reported lower levels of negative impact, with Latina mothers reporting higher levels of stress and positive feelings about parenting. Anglo mothers, however, were less likely to designate a sibling as a future caregiver. ConclusionsThese findings suggest culture and diagnostic classification should be given more attention relative to their impact on typically developing siblings. [ABSTRACT FROM PUBLISHER]

In this conceptual article, we integrate existing literature on early school transitions, ecological systems theory, and student-teacher relationships to propose a framework for investigating the transition to school for children with autism spectrum disorders (ASD). A review of the literature suggests that the quality of early student-teacher relationships may play an important role in this process for young children with ASD. Factors important in predicting student-teacher relationship quality, and ultimately, early school outcomes, are derived from the existing literature, which is heavily focused on the experiences of typically developing children. Hypothesized direct effects of child characteristics, teacher factors, classroom/school characteristics, and parent-school connectedness on student-teacher relationship quality are set forth. Potential moderators of the relation between student-teacher relationship quality and child outcomes are proposed, including child cognitive functioning, child relationships with other school staff, classroom placement, and parent involvement. Continued research on these factors will help identify malleable targets for school-based intervention with teachers and children with ASD to enhance student-teacher relationship quality and, in turn, school adjustment for this student population. [ABSTRACT FROM AUTHOR]

Dual diagnosis of autism spectrum disorder (ASD) and behavior problems and/or mental disorders has become increasingly recognized and studied. Reported rates in samples of mixed-age youth with ASD are often above 70%, making this comorbidity more the rule than the exception. The present study compared rates of disruptive behavior disorder diagnosis in a sample of 13-year-old adolescents with ASD (n = 58), intellectual disability (ID; n = 40), or typical cognitive development (TD; n = 100). In youth without ASD, there was a high negative correlation between IQ and disruptive behavior disorders, assessed with the Child Behavior Checklist (CBCL) and the Diagnostic Interview Schedule for Children (DISC). In youth with ASD, however, the presence of a comorbid disruptive behavior disorder was unrelated to IQ, indicating that higher intelligence was not a protective factor for disruptive behavior disorders (DBDs) in ASD. On four CBCL scales and two DISC scales examined, youth with ASD had significantly higher rates than TD youth, though not generally higher than youth with ID. The most commonly diagnosed comorbid disorder in the early adolescents with ASD was attention-deficit/hyperactivity disorder. This has implications for planning school-based interventions, particularly for high-functioning children with ASD who are more likely to be fully included in general education. [ABSTRACT FROM AUTHOR]

Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4–7, were interviewed. Findings revealed structural differences in the students’ classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterised as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home. [ABSTRACT FROM AUTHOR]