Language and Aggressive Behaviors in Male and Female Youth with Autism Spectrum Disorder

Autor/inn/en	Neuhaus, Emily; Kang, Veronica Youn; Kresse, Anna; Corrigan, Sarah; Aylward, Elizabeth; Bernier, Raphael; Bookheimer, Susan; Dapretto, Mirella; Jack, Allison; Jeste, Shafali; McPartland, James C.; Van Horn, John D.; Pelphrey, Kevin; Webb, Sara Jane
Titel	Language and Aggressive Behaviors in Male and Female Youth with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 1, S.454-462 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neuhaus, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04773-0
Schlagwörter	Language Usage; Aggression; Antisocial Behavior; Youth; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Communication Skills; Predictor Variables; Gender Differences + Suchen Sie Ihr Suchwort? Sprachgebrauch; Jugend; Jugendlicher; Jugendalter; Autismus; Interpersonale Kompetenz; Kommunikationsstil; Prädiktor; Geschlechterkonflikt
Abstract	Aggressive behaviors are common among youth with autism spectrum disorder (ASD) and correlate with pervasive social-emotional difficulties. Communication skill is an important correlate of disruptive behavior in typical development, and clarification of links between communication and aggression in ASD may inform intervention methods. We investigate child/family factors and communication in relation to aggression among 145 individuals with ASD (65 female; ages 8-17 years). Overall, more severe aggression was associated with younger age, lower family income, and difficulties with communication skills. However, this pattern of results was driven by males, and aggression was unrelated to child or family characteristics for females. Future work should incorporate these predictors in conjunction with broader contextual factors to understand aggressive behavior in females with ASD. [The ACE GENDAAR Consortium co-authored this article.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01