Subtypes of Aggressive Behavior in Children with Autism in the Context of Emotion Recognition, Hostile Attribution Bias, and Dysfunctional Emotion Regulation

Autor/inn/en	Kirst, Simone; Bögl, Katharina; Gross, Verena Loraine; Diehm, Robert; Poustka, Luise; Dziobek, Isabel
Titel	Subtypes of Aggressive Behavior in Children with Autism in the Context of Emotion Recognition, Hostile Attribution Bias, and Dysfunctional Emotion Regulation
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 12, S.5367-5382 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirst, Simone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05387-w
Schlagwörter	Aggression; Autism Spectrum Disorders; Emotional Problems; Intelligence Tests; Verbal Ability; Vocabulary; Observation; Diagnostic Tests; Child Behavior; Peabody Picture Vocabulary Test; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autism; Autismus; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Beobachtung; Diagnostic test; Diagnostischer Test
Abstract	The causes of aggressive behavior in children with autism are poorly understood, which limits treatment options. Therefore, this study used behavioral testing and parent reports of 60 children with autism to investigate the interplay of emotion misinterpretation and hostile attribution bias in the prediction of different aggressive behaviors. Further, the additional impact of dysfunctional emotion regulation was examined. Path analyses indicated that hostile attribution bias increased verbal and covert aggression but not physical aggression and bullying. Dysfunctional emotion regulation had an additional impact on bullying, verbal aggression, and covert aggression. Emotion recognition was positively associated with hostile attribution bias. These findings provide a first insight into a complex interplay of socio-emotional variables; longitudinal studies are needed to examine causal relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01