Conceptualisation of Parenting in Research on Young Children with or at Elevated Likelihood of Autism: a Systematic Revi
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REVIEW PAPER
Conceptualisation of Parenting in Research on Young Children with or at Elevated Likelihood of Autism: a Systematic Review of Observational Measures Melinda Madarevic 1,2
&
Karla Van Leeuwen 1 & Petra Warreyn 3 & Ilse Noens 1,2
Received: 11 September 2019 / Accepted: 21 July 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Research on emergent autism spectrum disorder increasingly uses observational measures to investigate parenting of young children with or at elevated likelihood of autism. This systematic review analysed 21 papers narratively, including 13 unique ‘coding approaches’ and 63 parenting constructs. Through a comprehensive consensus decision-making process, parenting constructs were classified under nine overarching categories, identified based on prior categorisation: Warmth, Responsiveness, Scaffolding, Proactive Control, Intrusiveness, Negativity, Dyadic, Other, Multiple. We found a large heterogeneity in observational measures, and descriptions of parenting constructs lacked uniformity. The complex categorisation process demonstrates the need for a solid conceptual framework that can inform theory and practice. This review provides a first step, but further research should investigate applicability among young children of different ages. Keywords Autism . Parenting . Parent-child interaction . Parenting behaviour . Observation . Review
The importance of early environmental experiences, such as parenting, is now more and more acknowledged in research on emergent autism spectrum disorder (ASD). Parenting is widely viewed as a bidirectional process, in which parent and child reciprocally influence each other (Pettit and Loulis 1997), and several studies have been following young children and their families over an extended period of time in order to gain more understanding in how parenting and child characteristics influence each other, and how this leads to different developmental trajectories (e.g. Campbell et al. All material is permanently and openly accessible at https://osf.io/ju5mn/. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40489-020-00217-8) contains supplementary material, which is available to authorized users. * Melinda Madarevic [email protected] 1
Parenting and Special Education Research Unit, Faculty of Educational Sciences, KU Leuven, Leopold Vanderkelenstraat 32, Box 3765, 3000 Leuven, Belgium
2
Leuven Autism Research (LAuRes), Leuven, Belgium
3
Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium
2015, 2018; Harker et al. 2016; Siller and Sigman 2002, 2008; Wan et al. 2012, 2013; Watson et al. 2017; Yirmiya et al. 2006). These studies generally follow children from birth into toddlerhood and pre-school age, to fully capture the development of bidirectional parent-child interactions as well as the early development of parenting behaviour. Although most of the
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