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This study examined the extent to which child syndromes and observation context related to mothers' parenting behaviors. Longitudinal observations were conducted of parenting behavior across ages 3, 4, and 5 years during structured and unstructured activities. The 183 participants included mothers of children with autism spectrum disorders, cerebral palsy, Down syndrome, undifferentiated developmental delay, or typical cognitive development. Negative parenting behaviors were higher in structured activities and higher in mothers of children in all developmentally delayed groups. Positive parenting was higher in unstructured activities and especially high for mothers of children with Down syndrome. Despite differences found through direct observation of parenting children in different diagnostic groups, they are not as strong as syndrome-group differences found through more commonly used self-report questionnaires assessing domains like parenting stress. [ABSTRACT FROM AUTHOR]

Background: Families face substantial barriers to timely assessment and intervention services for their children, particularly in remote areas. This study reports results of a survey in an effort to promote better service options for underserved children with autism spectrum disorder (ASD) and their families in the Inland Empire region of California. Method: Parents, medical practitioners, and service providers (N = 90) completed surveys of unmet needs. Results were analyzed quantitatively and qualitatively. Results: Only 13% of participants felt that service/healthcare needs were currently met; specific needs included: (1) increased access to a variety of services, (2) overcoming barriers to treatment and/or evaluation services, and (3) additional training and/or education for medical practitioners and service providers. Conclusions: There is a critical need for increased access to comprehensive assessment and services. Recommendations include increased practitioner training and the development of comprehensive services such as an autism centre that focuses on research, education, and service in developmental disabilities. [ABSTRACT FROM AUTHOR]

The quality of early student-teacher relationships (STRs) has been shown to predict children's school adjustment, and children with autism spectrum disorder (ASD) are at risk for poor quality STRs. The present study examined 162 children with ASD (ages 4-7) and their teachers to evaluate student, teacher, and classroom characteristics that predicted concurrent and prospective STR quality across one school year. Child oppositional behavior, autism severity and teacher degree predicted changes in student-teacher conflict over a 1-year period, while child social skills and IQ positively predicted change in student-teacher closeness. Teacher preparedness, trainings in ASD, and classroom setting were unrelated to STR quality. Implications for intervention are discussed. [ABSTRACT FROM AUTHOR]

Perceived loneliness and social competence were assessed for 127 children with ASD without comorbid ID, 4-7 years old, through child self-report. Using an abbreviated version of the Loneliness and Social Dissatisfaction Questionnaire (LSDQ; Cassidy and Asher in Child Dev 63:250-365, ), the majority of children reported friendships, yet a considerable proportion also reported social difficulties. Factor analysis of the abbreviated LSDQ identified three factors, which were significantly associated with parent- and teacher-reported variables. Regression analyses revealed parent-reported social skills deficits and teacher-reported conflict in the student-teacher relationship to be associated with child-reported loneliness. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]