Active coping autistic children and youth: The varying roles of emotional regulation and maternal involvement
Bibliographic record
Abstract
Background Autistic children are at high risk for experiencing adversity such as familial and social stress. We examined coping strategies used by autistic children and which external factors are associated with the development of these skills. Method Using a data-driven approach, we examined coping styles from a large cohort of autistic children (n = 160, 117 = male). Information on coping styles was collected using the Children’s Coping Strategies Checklist-Revised. Results A cluster analyses showed that seeking parental support was a key active coping strategy for autistic children. Maternal involvement was associated with higher levels of active coping skills (B=.316. p = .032). However, weaker emotional regulation skills were associated with lower active coping skills in these children (B= −.297, p = .049). Conclusions Both emotional regulation and parental support are integral in developing active coping skills within these children. Future research should focus on creating parent-child interventions for developing active coping strategies in autistic children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".