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Predicting Child Behavior: A Comparative Analysis between Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder

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Abstract

Objective

Understanding factors that impact child adjustment is imperative. Parental adjustment, parenting behaviors, and environmental factors (e.g., child routines) have been linked to child behavior. In clinical child populations, these factors are particularly important given the increased demands the child’s disorder often places on caregivers. Furthermore, children in clinical populations often engage in increased levels of internalizing and externalizing behaviors both related to and in addition to the core symptoms of their disorder. Two such clinical child populations are Attention Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).

Purpose

The first goal of the present study was to elucidate parental and environmental factors that predicted child behavior in ADHD and ASD. Based on Sameroff’s Transactional Model of Development (2009), it was hypothesized that parental adjustment, parenting behaviors and child routines would collectively predict child behavior. A second goal was to examine differences in patterns of association between ADHD and ASD groups. Due to differences in the core symptoms of each disorder, it was hypothesized that the strength of associations would vary between groups.

Method

Researchers examined the impact of parental adjustment, parenting behaviors, and child routines on internalizing and externalizing child behavior using parent-report measures (CBCL, CRQ, HSCL-25, APQ) of children ages 6 to 12.

Results

Results indicated that for both groups, poor parental adjustment directly predicted externalizing child behavior and indirectly through harsh/disengaged parenting behavior. Fewer warm/supportive parenting behaviors predicted internalizing behavior, and more harsh/disengaged parenting predicted externalizing behavior. Higher levels of child routines predicted internalizing behavior for both groups but had a significantly stronger effect for children with ASD than ADHD.

Clinical Significance

Findings have important implications for interventions on several levels (e.g., parental adjustment, parenting behaviors, and environmental supports) in both the ADHD and ASD populations.

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Author contributions

E.M. designed and executed the study, performed data analyses, and was involved in the writing of the paper. L.S. was also involved in the design, execution, data analyses, and writing of the paper. S.O. was involved in the design and writing of the paper. P.F. was involved in the design, data analyses, and writing of the paper. L.G. was involved in the design, execution, writing, and editing of the manuscript.

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Authors and Affiliations

  1. Psychology Department, University of Alabama, Box 870348, Tuscaloosa, AL, 35487-0348, USA

    Elizabeth M. McRae, Laura Stoppelbein & Sarah E. O’Kelley

  2. Glenwood Autism and Behavioral Health, 150 Glenwood Lane, Birmingham, AL, 353242, USA

    Laura Stoppelbein & Leilani Greening

  3. Dole Center for Human Development, University of Kansas, 1000 Sunnyside Avenue, Lawrence, KS, 66045, USA

    Paula Fite

Authors
  1. Elizabeth M. McRae
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  2. Laura Stoppelbein
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  3. Sarah E. O’Kelley
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  4. Paula Fite
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  5. Leilani Greening
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Correspondence to Laura Stoppelbein.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Study procedures were approved by the Institutional Review Board at the University of Alabama at Birmingham. This article does not contain any studies with animals performed by any of the authors.

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Informed consent was obtained from all individual participants included in the study.

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McRae, E.M., Stoppelbein, L., O’Kelley, S.E. et al. Predicting Child Behavior: A Comparative Analysis between Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder. J Child Fam Stud 28, 668–683 (2019). https://doi.org/10.1007/s10826-018-1299-6

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