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Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by difficulties in socialization. The amount of scientific research results on motherhood related to ASD has grown exponentially; however, there are no bibliometric studies in this field. Objective: This article aimed to analyze scientific research on motherhood related to the autism spectrum published in WoS. Articles on motherhood related to ASD were retrieved from the Web of Science (WoS). The advanced search interface used was “Title of the article, Abstract, Keywords”. The analysis and visualization of the selected documents and their data were performed using a wide range of tools and software such as MS Excel (v16.0), VOS viewer (version 1.6.15), and R packages (Biblioshiny, version 2.0). A total of 1660 articles were included in this study. Most of the publications were original articles. The United States published the most significant number of articles among the countries identified. P.R. Hastings, M.M. Seltzer, and J. Van de Water were the main authors. The Journal of Autism and Developmental Disorders was the most productive and impactful journal. The main research topics were related to mental health and social support in the role of motherhood. This desk study provides researchers with a comprehensive understanding of ASD-related maternity research trends by evaluating relevant publications in recent decades. The results of this bibliometric analysis can serve as a basis and orientation for new studies.

Introduction. Students with autism spectrum disorder (ASD) experience clinical or subclinical levels of anxiety which problematizes the possibilities of communication and social interaction. Current educational demands require the exploration of variables linked to the mediation of teachers’ responses to the anxiety of students with ASD. Objective. To propose a predictive model based on mediating variables of teachers’ responses to the anxiety of students with ASD in inclusive schools. Methods. This manuscript is focused on the review of the variables: knowledge about ASD, emotional regulation strategies, experience in special/inclusive education, and teachers’ attitudes towards inclusion. Results. The evidence suggests that the variables reviewed are key in the responses of teachers to the anxiety of students with ASD. Based on this finding, a model is proposed that associates high knowledge about ASD, cognitive reassessment as a strategy for emotional regulation, positive attitude, and experience in special and/ or inclusive education with responses from teachers that promote autonomy, while indicators such as low knowledge about students with ASD, expressive suppression as an emotional regulation strategy, negative attitude, and little experience in special and/ or inclusive education are related to responses that problematize anxiety symptoms in students with ASD. Conclusion. The predictive model proposed here is speculative, but theoretically, it paves the way for possible empirical studies that demonstrate its validity., Uvod: Učenici s poremećajem iz spektra autizma (PSA) doživljavaju kliničke ili subkliničke nivoe anksioznosti koji problematizuju mogućnosti komunikacije i socijalne interakcije. Trenutni obrazovni zahtevi iziskuju istraživanje varijabli povezanih sa posredovanjem odgovora nastavnika na anksioznost učenika sa PSA. Cilj: Predložiti prediktivni model zasnovan na posredujućim varijablama odgovora nastavnika na anksioznost učenika sa PSA u inkluzivnim školama. Metode: Ovaj rukopis je fokusiran na pregled varijabli: znanja o PSA, strategije emocionalne regulacije, iskustva u specijalnom/inkluzivnom obrazovanju i stavovi nastavnika prema inkluziji. Rezultati: Dokazi sugerišu da su razmotrene varijable ključne u odgovorima nastavnika na anksioznost učenika sa PSA. Na osnovu ovog nalaza, predložen je model koji povezuje visoko znanje o PSA, kognitivno ponovno procenjivanje kao strategiju emocionalne regulacije, pozitivan stav i iskustvo u specijalnom i/ili inkluzivnom obrazovanju sa odgovorima nastavnika koji promovišu autonomiju, dok su indikatori kao što su slabo znanje o učenicima sa PSA, ekspresivno potiskivanje kao strategija emocionalne regulacije, negativan stav i malo iskustva u specijalnom i/ili inkluzivnom obrazovanju povezani sa odgovorima koji problematizuju simptome anksioznosti kod učenika sa PSA. Zaključak: Prediktivni model koji je ovde predložen je spekulativan, ali teoretski otvara put mogućim empirijskim studijama koje će demonstrirati njegovu validnost.

Durante el año 2012 se resolvieron los concursos FONDECYT regular 2013 y de Iniciación a la investigación 2012. En el concurso de Iniciación a la Investigación, se presentaron 550 proyectos, de los cuales fueron aprobaron 293. De estos, 7 corresponden a Psicología (de un total de 15 proyectos postulados), por un valor de 299.125 millones de pesos, lo que constituye el 1,8% del total del financiamiento otorgado en esta categoría. En el concurso regular, de 1135 proyectos postulados, se aprobaron para financiamiento 631. De estos, 10 proyectos corresponden a psicología (de un total de 22 presentados), por un valor de 1.001.786 millones, lo que equivale al 1,3% del monto total asignado a este concurso. Se presentan en este artículo especial, los resúmenes de 16 proyectos aprobados para el área, los cuales comenzaron a ejecutarse en noviembre del 2012 (iniciación) y que estarán ejecutándose hasta el periodo 2014-2015. During 2012 the Grants from FONDECYT for Regular Competitions 2013 and for Introduction to Research 2012 were resolved. For Introduction to Research, 550 projects was submitted and 293 projects were approved. Of these, 7 corresponded to Psychology (from a total of 15 projects nominated), with an amount of 299.125 million pesos, representing 1,8 % of total awarded funding in this category. In Regular Competition, from 1135 projects submitted for funding and 631 were approved. Of these, 10 projects are from Psychology (out of 22 submitted), valued at 1.001.786 million, equivalent to 1.3% of the total amount allocated for this competition. In this special report, summaries from 16 projects approved in the area are presented. They began to run in November 2012(Introduction) and will run until the period 2014-2015.

During 2012 the Grants from FONDECYT for Regular Competitions 2013 and for Introduction to Research 2012 were resolved. For Introduction to Research, 550 projects was submitted and 293 projects were approved. Of these, 7 corresponded to Psychology (from a total of 15 projects nominated), with an amount of 299.125 million pesos, representing 1,8 % of total awarded funding in this category. In Regular Competition, from 1135 projects submitted for funding and 631 were approved. Of these, 10 projects are from Psychology (out of 22 submitted), valued at 1.001.786 million, equivalent to 1.3% of the total amount allocated for this competition. In this special report, summaries from 16 projects approved in the area are presented. They began to run in November 2012(Introduction) and will run until the period 2014-2015., Durante el año 2012 se resolvieron los concursos FONDECYT regular 2013 y de Iniciación a la investigación 2012. En el concurso de Iniciación a la Investigación, se presentaron 550 proyectos, de los cuales fueron aprobaron 293. De estos, 7 corresponden a Psicología (de un total de 15 proyectos postulados), por un valor de 299.125 millones de pesos, lo que constituye el 1,8% del total del financiamiento otorgado en esta categoría. En el concurso regular, de 1135 proyectos postulados, se aprobaron para financiamiento 631. De estos, 10 proyectos corresponden a Psicología (de un total de 22 presentados), por un valor de 1.001.786 millones, lo que equivale al 1,3% del monto total asignado a este concurso. Se presentan en este artículo especial, los resúmenes de 16 proyectos aprobados para el área, los cuales comenzaron a ejecutarse en noviembre del 2012 (iniciación) y que estarán ejecutándose hasta el periodo 2014-2015

The aim of this study is to propose a predictive model to identify the means by which income can affect the quality of infant attachment representations through its effect on parental psychological variables. The sample consists of 42 families of low socioeconomic status, medium and high. We evaluated the monthly family income per person, the level of financial worry, the level of depression and stress of parents, and the quality of the representation of attachment in first born children of each family. To explore the relationship between variables simple and multiple linear regressions was performed. The results show that the income predicts the quality of infant attachment through the mother's financial worries and level of depression affecting her level of stress. These findings are discussed from attachment theory and the literature on the effect of poverty on child development., El objetivo de este estudio es proponer un modelo predictor que permita identificar la vía por la cual el ingreso puede afectar la calidad de las representaciones de apego infantil a través de su efecto en variables psicológicas en los padres. La muestra está compuesta por 42 familias de nivel socioeconómico bajo, medio y alto. Se evaluó el ingreso familiar mensual por persona, el nivel de preocupación financiera, el nivel de depresión y estrés de los padres, y la calidad de la representación del apego en los hijos mayores de cada familia. Para analizar la relación entre las variables se realizaron regresiones lineales simples y múltiples. Los resultados señalan que el ingreso predice la calidad del apego infantil a través del nivel de preocupación financiera y de depresión de la madre, afectando el nivel de estrés de ésta. Estos hallazgos son discutidos desde la teoría del apego y la literatura que estudia el efecto de la pobreza en el desarrollo infantil.