Educational Social Skills and Parental Mental Health in COVID-19: Relationships with Child Behavior in ASD
This study aimed to evaluate changes in the treatment of children with Autism Spectrum Disorder (ASD) during the COVID-19 pandemic, assess and correlate educational social skills (ESS), the mental health of parents/caregivers, children’s social skills (SS) and behavioral problems (BP), and compare E...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Paidéia (Ribeirão Preto. Online) |
| Idioma: | inglés |
| OAI Identifier: | oai:revistas.usp.br:article/237687 |
| Acceso en línea: | https://revistas.usp.br/paideia/article/view/237687 |
| Access Level: | acceso abierto |
| Palabra clave: | parent-child relations social skills COVID-19 children Autism Spectrum Disorder relaciones padres-niños habilidades sociales niños Transtorno del Espectro Autista relações pais-filho habilidades sociais crianças Transtorno do Espectro Autista |
| Sumario: | This study aimed to evaluate changes in the treatment of children with Autism Spectrum Disorder (ASD) during the COVID-19 pandemic, assess and correlate educational social skills (ESS), the mental health of parents/caregivers, children’s social skills (SS) and behavioral problems (BP), and compare ESS between parents with and without mental health indicators. Reports from 69 participants were analyzed using the IHSE-parents, DASS-21 and SSRS version-parents instruments. Results indicated a decrease in consultation frequency. While ESS values were average, the children’s repertoire was deficient. There was a positive correlation between ESS and SS and internalizing BP, as well as between parental mental health and SS. A negative correlation was observed between parental mental health and BP. Parents with anxiety and depression displayed a worse ESS repertoire. These findings underscore the importance of parental mental health and ESS in supporting ASD development. |
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