1 The Children's Hospital of Philadelphia, USA.
2 University of Pennsylvania, USA.
Autism. 2018 Nov;22(8):898-906. doi: 10.1177/1362361317712651. Epub 2017 Aug 26.
Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child's "lagging skills." The primary Collaborative and Proactive Solutions lagging skills-executive function, emotion regulation, language, and social skills-are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6-15 years) completed measures of their children's challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants' challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child's lagging skills.
许多自闭症谱系障碍儿童表现出挑战性行为。这些行为不仅限于认知和/或语言障碍者。合作与积极解决方案框架提出，挑战性行为是由于环境需求与儿童“滞后技能”之间的不匹配造成的。合作与积极解决方案的主要滞后技能——执行功能、情绪调节、语言和社交技能——通常是自闭症谱系障碍个体的弱点领域。本研究旨在评估这些滞后技能是否与无智力障碍的自闭症谱系障碍青年的挑战性行为有关。182 名自闭症谱系障碍儿童（6-15 岁）的家长完成了他们孩子的挑战性行为、执行功能、语言、情绪调节和社交技能的测量。我们使用多元线性回归测试了合作与积极解决方案的滞后技能是否可以预测挑战性行为。合作与积极解决方案的滞后技能可以解释参与者挑战性行为的显著差异。抑郁（情绪调节）、抑制（执行功能）和单一性（执行功能）量表成为显著的预测因子。情绪调节和执行功能障碍可能会对学龄自闭症谱系障碍儿童的攻击和对立行为产生重大影响，而这些儿童没有智力障碍。针对该群体的挑战性行为的治疗可能需要考虑针对环境需求与儿童滞后技能之间的不匹配。
