The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders
The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders
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DOI：
10.1111/j.1365-2788.2005.00732.x
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发表时间：
2006-03-01
影响因子：
3.6
通讯作者：
Wiltz, J
中科院分区：
文献类型：
--
作者：
Lecavalier, L;Leone, S;Wiltz, J
本研究的目的是在一大批患有自闭症谱系障碍（asd）的年轻人中研究照顾者压力的相关性。两个主要目标是：(1)解开行为问题和功能水平对照顾者压力的影响；(2)测量行为问题与照顾者压力的稳定性。方法对293名青少年asd患者的家长或老师进行压力、行为问题和社会能力测试。家长们还完成了一份适应行为量表。81名年轻人每隔1年接受两次评估。结果家长和老师对行为问题的性质和严重程度并没有完全一致。然而，两组评分都表明，行为问题与压力密切相关。尤其是行为问题是压力的重要预测因素。适应技能与照顾者压力无显著相关。家长报告的行为问题和压力在一年的时间间隔内相当稳定，比老师报告的要稳定得多。家长评分显示，随着时间的推移，行为问题和压力会相互加剧。这种交易模型并不适合教师的数据。结论本研究结果表明，这是一组特定的外化行为，与父母和老师的压力关系最为密切。结果从方法论和概念的角度进行了讨论。
Background The purpose of this study was to examine the correlates of caregiver stress in a large sample of young people with autism spectrum disorders (ASDs). Two main objectives were to: (1) disentangle the effects of behaviour problems and level of functioning on caregiver stress; and (2) measure the stability of behaviour problems and caregiver stress.Methods Parents or teachers of 293 young people with ASDs completed measures of stress, behaviour problems and social competence. Parents also completed an adaptive behaviour scale. Eighty-one young people were rated twice at a 1-year interval.Results Parents and teachers did not perfectly agree on the nature and severity of behaviour problems. However, both sets of ratings indicated that behaviour problems were strongly associated with stress. Conduct problems in particular were significant predictors of stress. Adaptive skills were not significantly associated with caregiver stress. Parental reports of behaviour problems and stress were quite stable over the 1-year interval, much more so than teacher reports. Parent ratings suggested that behaviour problems and stress exacerbated each other over time. This transactional model did not fit the teacher data.Conclusion Results of this study suggested that it is a specific group of externalized behaviours that are the most strongly associated with both parent and teacher stress. Results were discussed from methodological and conceptual perspectives.