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The present study examined 97 adolescent siblings of individuals with autism spectrum disorder (ASD), intellectual and developmental disabilities (IDD), or no disabilities. Siblings reported on their feelings toward their brother or sister (anxiety, hostility, and positive affect), and parents reported on general optimism, child behavior problems, and perceptions of how the child impacts the family, including the sibling. There were no differences between siblings of individuals with ASD and siblings of individuals with IDD on any sibling self-reported feelings toward their brother or sister, though parents of individuals with ASD reported significantly less optimism and more negative perception of the child's impact on the family than did parents of children with IDD or no disability.

Effortful control (EC), a self‐regulation skill, is associated with long‐term developmental outcomes. Music has been associated with infant self‐regulation and may be an intervention strategy for enhancing EC during toddlerhood. This investigation included 32 parent‐child dyads from a previously conducted randomized controlled trial (RCT). Participants (9‐15‐months old at baseline) attended either a music enrichment program or a playdate control once a week for 1 year and monthly for an additional year. At age 3, participants completed snack and gift delay effortful control tasks. Groups were compared using one‐way ANOVA. We found that participants in the music group had a significantly higher score during snack delay (music mean = 3.47 ± 0.94; control mean = 2.45 ± 1.51; p = 0.03; Cohen's d = 0.84). We did not find a significant group difference for latency to peek (music mean = 39.10 ± 20.10; control mean = 30.90 ± 19.88; p = 0.25; d = 0.57) or latency to touch (music mean = 105.73 ± 417.69; control mean = 98.35 ± 28.84; p = 0.38; d = 0.29) for the gift task. This study provides initial evidence that early participation in a music enrichment program may benefit later development of EC. This study is registered at ClinicalTrials.gov (NCT02936284). [ABSTRACT FROM AUTHOR]

Objective: We sought to illuminant the lived experiences of becoming a mother during adolescence within the context of multigenerational family caregiving. Background: Adolescence is a developmental time frame during which identity formation is most salient and characterized by separation from parents (Erikson, 1968). Teenage childbearing, then, presents a unique scenario during which adolescent mothers and their families may need to renegotiate autonomy and caregiving roles. Method: Qualitative methods, and interpretive phenomenological analysis, were utilized to explore the lived experiences of nine women who became mothers before the age of 19 years. Mothers were recruited from rural, Central Appalachian regions in the United States. Results: We identified the essence of young mothers' lived experiences regarding their receipt of caregiving during the transition to parenthood as an adolescent. Mothers equated instrumental and emotional support from family with their own "lovability" and interpreted support as indicative of their evolving competence as mothers. Conclusions: Young motherhood appeared to be a developmental paradox in that their adolescent identity conflicted with their maternal identity. Implications: Young mothers would benefit from multilevel interventions. Instead, practitioners might consider supporting whole families of young mothers by providing the means to create a healthy, supportive environment for the mother and her offspring. [ABSTRACT FROM AUTHOR]