Research to identify factors associated with stress and distress in parents of children with ASD has generally
found disruptive child behaviors and behaviors characteristic of ASD to be predictive of psychological distress in this group of parents (e.g., Abbeduto et al., 2004; Lecavalier, Leone, & Wiltz, 2006).
These results are reflective of retrospective studies that
found disruptive child behaviors predictive of higher levels of psychological distress in parents of children with neurodevelopmental disorders (e.g., Abbeduto et al., 2004; King et al., 1999).
Not exact matches
Studies of other neurodevelopmental disorders, such as ADHD, have
found that black parents tend to underreport their
children's ADHD symptoms and interpret ADHD symptoms as
disruptive behavior.
«Our
findings may be considered somewhat controversial because they appear to support the use of two drugs over one for treating
children with aggression and
disruptive behavior when things do not seem to be going well.
Prior research
found that
children with ADHD are at higher risk for missing school more often, and
disruptive school
behaviors.
No differences were
found between baseline and posttreatment in the WL condition, but both
child disruptive behavior and negative parenting were lower at the 12 - month follow - up.
Barkley et al
found increased rates of comorbid substance abuse disorder, anxiety disorder, mood disorder, personality disorders, and
disruptive behavior disorders among adults with ADHD that had persisted from childhood into adulthood.23 Adults whose childhood ADHD did not persist also had increased rates of psychiatric comorbidity, although lower than those with persistent ADHD (47.3 % vs 84.3 %).23 Other smaller studies also report elevated rates of psychiatric comorbidity (65 — 89 %) among adults with ADHD.15 — 22 However, these studies used nonrepresentative samples of
children referred to specialty treatment programs for ADHD.
Triple P — Positive Parenting Program founder Professor Matt Sanders said the study's
findings were important as
children with developmental disabilities were much more likely than typically developing
children to develop aggressive or
disruptive behavior.
Scattone et al. (2012)
found that social stories which are developed effectively and introduced in the natural environment targeting these three autistic
children have proven to have a decrease in
disruptive behavior when the intervention was implemented to all samples.
It may take time to
find the appropriate family that can provide the extra measure of patience, acceptance, caring and understanding of the
child's needs because of their mental or physical handicaps,
disruptive behavior, medical problems or other factors.
However, because other
child psychiatric control groups (eg,
children with learning problems or other
disruptive behavior disorders) have not been included, the specificity of these
findings to ADHD is not clear.
Anxiety, depression, and learning disabilities were recently
found to co-occur more frequently in
children with the inattentive subtype of ADHD, and
disruptive behavior disorders co-occurred more frequently in
children presenting with hyperactive / impulsive symptoms.
Studies
find that preschool
children are three times as likely to be expelled from school for
disruptive or unsafe
behaviors as their K — 12 counterparts.
Results showed at 6 - month follow - up that compared to the waitlist control group, significant intervention effects were
found for
disruptive child behavior, ineffective parenting practices, parenting confidence, as well as clinically significant improvements on
child behavior and parenting.
This
finding was independent of the effects of the severity of
children's
disruptive behavior and did not overlap with the other scales of maternal emotion socialization beliefs.
These
findings suggest that preschool
children with high levels of
disruptive behavior may show abnormal brain activity during certain self - regulation sub-processes, informing potential advances in conceptualizing and treating early
disruptive behavior.
Both groups yielded clinically significant improvements in
disruptive behavior; however,
findings suggest that the greater program engagement associated with TE - HNC boosted
child treatment outcome.
Based on previous
findings on attention to emotional stimuli in
children with
disruptive behaviors (e.g., Kimonis et al., 2012; Hodsoll et al., 2014), we hypothesized that higher levels of CU traits would be associated with reduced attention toward fearful and angry faces, while higher levels of ODD - related problems would be associated with greater attention toward both negative and positive (happy) emotional faces.
Previous studies that have investigated these relationships in clinic - referred
children with
disruptive behavior disorders (DBDs), have
found parents» coaching of emotions to be inversely associated with severity of behavioral problems [34], and less characteristic of the parents of conduct - problem
children versus non-clinic controls [35].
An earlier study
found that the preschool
children of inductive mothers were more prosocial and less likely to engage in
disruptive, anti-social
behavior.
Parents did not report a significant improvement in overall
child disruptive behavior compared with the control group, but the researchers
found that a significantly greater percentage of parents in the intervention group (64 percent) reported that their
child improved at least one standard deviation on at least one measure of
child disruptive behavior, compared with the control group (33 percent).
These
findings are discussed in terms of possible adjustment to the criteria for
children's
disruptive behavior disorders
found in the Diagnostic and Statistical Manual for Mental Disorders.