Change in the Behavioral Phenotype of Adolescents and Adults with FXS: Role of the Family Environment

Autor/inn/en	Smith, Leann E.; Hong, Jinkuk; Greenberg, Jan S.; Mailick, Marsha R.
Titel	Change in the Behavioral Phenotype of Adolescents and Adults with FXS: Role of the Family Environment
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 5, S.1824-1833 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2714-8
Schlagwörter	Family Environment; Behavior Change; Family Role; Adolescents; Adults; Genetics; Ecology; Adjustment (to Environment); Behavior Problems; Psychological Characteristics; Autism; Symptoms (Individual Disorders); Severity (of Disability); Gender Differences; Intellectual Disability; Parent Child Relationship; Genetic Disorders + Suchen Sie Ihr Suchwort? Familienmilieu; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Humangenetik; Ökologie; Autismus; Psychiatrische Symptomatik; Schweregrad; Geschlechterkonflikt; Intellect; Disability; Disabilities; Verstand; Behinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The present study examined trajectories of adaptive behavior, behavior problems, psychological symptoms, and autism symptoms in adolescents and adults with fragile X syndrome (n = 147) over a three-year period. Adaptive behavior significantly increased over time, particularly for adolescents, and the severity of behavior problems decreased over time. Family environmental factors predicted phenotypic variables net of gender, intellectual disability status, and medication use. Maternal warmth was associated with higher levels of adaptive behavior, lower levels of autism symptoms, and decreases in behavior problems over time. Maternal depressive symptoms and criticism were associated with higher levels of psychological symptoms. Implications for interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01