Teaching emotion regulation to children with autism spectrum disorder: Outcomes of the Stress and Anger Management Program (STAMP)
| Autor: | Angela Scarpa, Sarah R. Radtke, Ligia Antezana, Ashley Muskett, Deanna M. Swain, Alyssa J. Gatto, Reina S. Factor |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Male
Parents Anger management Autism Spectrum Disorder media_common.quotation_subject medicine.medical_treatment Psychological intervention Anger behavioral disciplines and activities Treatment and control groups 03 medical and health sciences 0302 clinical medicine Outcome Assessment Health Care mental disorders Stress (linguistics) medicine Humans 0501 psychology and cognitive sciences Child media_common Cognitive Behavioral Therapy 05 social sciences medicine.disease Emotional Regulation Psychiatry and Mental health Clinical Psychology Autism spectrum disorder Child Preschool Parent training Anger Management Therapy Anxiety Female Pshychiatric Mental Health medicine.symptom Psychology Stress Psychological 030217 neurology & neurosurgery 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Bulletin of the Menninger Clinic. 83:235-258 |
| ISSN: | 0025-9284 |
| Popis: | Young children with autism spectrum disorder (ASD) struggle with emotion regulation (ER), which is developmentally preceded by lability/negative affect (L/N), and their parents face unique challenges to parenting and providing assistance. The Stress and Anger Management Program (STAMP) is a cognitive-behavioral treatment designed to address ER deficits in young children with ASD through child skill-building and parent training. The current study evaluated child L/N, ER, and parental confidence outcomes in 4- to 7-year-old children with ASD (N = 23; 19 boys) and their parents randomly assigned to a treatment (n = 12) or a waitlist control group (n = 11). Child L/N decreased, regulation was not significantly changed, and parental confidence regarding the child's ability to manage anger and anxiety increased from pre- to posttreatment in the treatment group, but not in the waitlist group. Implications for future interventions that address ER in children with ASD and their parents are discussed. |
| Databáze: | OpenAIRE |
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