ArticleJournal of autism and developmental disorders2026
Relative Impact of Family Processes and Child and Systemic Factors on Behavioral and Academic Outcomes for Autistic Children in Mainstream Education.
Article in Journal of autism and developmental disorders, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
purposeThis study uses data from the first wave of a longitudinal study, guided by the bioecological model of human development (Bronfenbrenner, 2005), to examine multilevel influences on the behavioral and academic outcomes for autistic children (AC) in mainstream education. It aimed to (1) profile family processes and behavioral and academic outcomes for AC and (2) examine the relative contribution of family processes to child outcomes compared with child and other systemic factors (i.e., family structural factors and family satisfaction with family-professional relationships).
methodsCaregivers (n = 117) of AC in mainstream education (68% male, 4 to 12 years) completed measures of family processes (i.e., parenting stress, parent mental health problems, marital satisfaction, family cohesion, and family conflict), child characteristics (i.e., age, gender, autistic traits, comorbidity status, and sleep quality), family structural factors (i.e., household income, caregiver education, family composition, etc.) and satisfaction with the family's relationships with healthcare and educational professionals. Caregivers also completed the Strengths and Difficulties Questionnaire and ratings of academic performance for AC. Exploratory bivariate analyses followed by hierarchical regressions were conducted to examine the unique and combined effects of family processes in relation to child and systemic factors. RESULTS AND
conclusionCaregiver and parenting-related stress and child sleep quality predicted behavior problems in AC; however, collectively, family processes accounted for more of the variance. Child competence-related outcomes were predicted by child characteristics only, meaning that prosocial behavior was predicted by autistic traits and academic performance was predicted by a comorbid diagnosis. Implications for research and practice are discussed.
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