Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'indexation
PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (25356)
Faire une suggestion Affiner la recherche
Research Review: Internalising symptoms in developmental coordination disorder: a systematic review and meta-analysis / S. OMER in Journal of Child Psychology and Psychiatry, 60-6 (June 2019)
[article]
Titre : Research Review: Internalising symptoms in developmental coordination disorder: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. OMER, Auteur ; A. M. JIJON, Auteur ; H. C. LEONARD, Auteur Article en page(s) : p.606-621 Langues : Anglais (eng) Mots-clés : Developmental coordination disorder anxiety depression internalising symptoms mental health meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental coordination disorder (DCD) affects 5%-6% of children. There is growing evidence that DCD is associated with greater levels of internalising symptoms (i.e. depression and anxiety). This is the first systematic review and meta-analysis to explore the magnitude of this effect, the quality of the evidence and potential moderators. METHODS: A systematic search was conducted to identify studies reporting a comparison between individuals with DCD/probable DCD and typically developing (TD) individuals on measures of internalising symptoms. A pooled effect size (Hedges g) was calculated using random-effects meta-analysis. Study quality, publication bias and potential moderators of the effect were explored. RESULTS: Twenty studies, including a total of 23 subsamples, met the inclusion criteria, of which 22 subsamples were included in the meta-analysis (DCD: n = 1123; TD: n = 7346). A significant, moderate effect of DCD on internalising symptoms was found (g = 0.61). This effect remained robust after accounting for publication bias and excluding lower quality studies. The effect was significantly larger in studies utilising a cross-sectional design (vs. longitudinal), convenience sampling (vs. population screening) and a majority male sample. CONCLUSIONS: The findings demonstrate that individuals with DCD experience greater levels of internalising symptoms than their peers. This highlights the importance of routine screening for emotional difficulties in DCD, raising awareness of the condition in mental health services and developing psychosocial interventions that extend beyond a focus on motor impairments. However, there is a need for higher quality, longitudinal studies to better understand the causal relationship between DCD and internalising symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.13001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Journal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.606-621[article] Research Review: Internalising symptoms in developmental coordination disorder: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. OMER, Auteur ; A. M. JIJON, Auteur ; H. C. LEONARD, Auteur . - p.606-621.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.606-621
Mots-clés : Developmental coordination disorder anxiety depression internalising symptoms mental health meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Developmental coordination disorder (DCD) affects 5%-6% of children. There is growing evidence that DCD is associated with greater levels of internalising symptoms (i.e. depression and anxiety). This is the first systematic review and meta-analysis to explore the magnitude of this effect, the quality of the evidence and potential moderators. METHODS: A systematic search was conducted to identify studies reporting a comparison between individuals with DCD/probable DCD and typically developing (TD) individuals on measures of internalising symptoms. A pooled effect size (Hedges g) was calculated using random-effects meta-analysis. Study quality, publication bias and potential moderators of the effect were explored. RESULTS: Twenty studies, including a total of 23 subsamples, met the inclusion criteria, of which 22 subsamples were included in the meta-analysis (DCD: n = 1123; TD: n = 7346). A significant, moderate effect of DCD on internalising symptoms was found (g = 0.61). This effect remained robust after accounting for publication bias and excluding lower quality studies. The effect was significantly larger in studies utilising a cross-sectional design (vs. longitudinal), convenience sampling (vs. population screening) and a majority male sample. CONCLUSIONS: The findings demonstrate that individuals with DCD experience greater levels of internalising symptoms than their peers. This highlights the importance of routine screening for emotional difficulties in DCD, raising awareness of the condition in mental health services and developing psychosocial interventions that extend beyond a focus on motor impairments. However, there is a need for higher quality, longitudinal studies to better understand the causal relationship between DCD and internalising symptoms. En ligne : http://dx.doi.org/10.1111/jcpp.13001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis / S. STUIJFZAND in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)
[article]
Titre : Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur Article en page(s) : p.1127-1142 Langues : Anglais (eng) Mots-clés : Interpretation bias adolescents anxiety children content specificity development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142[article] Research Review: Is anxiety associated with negative interpretations of ambiguity in children and adolescents? A systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. STUIJFZAND, Auteur ; C. CRESWELL, Auteur ; A. P. FIELD, Auteur ; S. PEARCEY, Auteur ; H. DODD, Auteur . - p.1127-1142.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1127-1142
Mots-clés : Interpretation bias adolescents anxiety children content specificity development Index. décimale : PER Périodiques Résumé : BACKGROUND: The tendency to interpret ambiguity as threat (negative interpretation) has been implicated in cognitive models of anxiety. A significant body of research has examined the association between anxiety and negative interpretation, and reviews suggest there is a robust positive association in adults. However, evidence with children and adolescents has been inconsistent. This study aimed to provide a systematic quantitative assessment of the association between anxiety and negative interpretation in children and adolescents. METHOD: Following systematic searches and screening for eligibility, 345 effects sizes from 77 studies were meta-analysed. RESULTS: Overall a medium positive association was found between anxiety and negative interpretation in children and adolescents ( d ^ = .62). Two variables significantly moderated this effect. Specifically, the association increased in strength with increasing age and when the content of ambiguous scenarios matched the anxiety subtype under investigation. CONCLUSIONS: Results extend findings from adult literature by demonstrating an association in children and adolescents with evidence for content specificity in the association. Age effects imply a role for development. Results raise considerations for when and for whom clinical treatments for anxiety focusing on interpretation bias are appropriate. The vast majority of studies included in the review have used correlational designs and there are a limited number of studies with young children. The results should be considered with these limitations in mind. En ligne : http://dx.doi.org/10.1111/jcpp.12822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis / Enrica DONOLATO in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)
[article]
Titre : Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur Article en page(s) : p.507-518 Langues : Anglais (eng) Mots-clés : Child Humans Language Development Disorders/diagnosis Specific Learning Disorder Specific learning disorders externalizing problems internalizing problems language disorders meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518[article] Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur . - p.507-518.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518
Mots-clés : Child Humans Language Development Disorders/diagnosis Specific Learning Disorder Specific learning disorders externalizing problems internalizing problems language disorders meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Research Review: Language problems in children with Attention-Deficit Hyperactivity Disorder – a systematic meta-analytic review / Hannah KORREL in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)
[article]
Titre : Research Review: Language problems in children with Attention-Deficit Hyperactivity Disorder – a systematic meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Hannah KORREL, Auteur ; Kathryn L. MUELLER, Auteur ; Tim SILK, Auteur ; Vicki ANDERSON, Auteur ; Emma SCIBERRAS, Auteur Article en page(s) : p.640-654 Langues : Anglais (eng) Mots-clés : Attention-Deficit Hyperactivity Disorder language attention language disorder Index. décimale : PER Périodiques Résumé : Background Children with Attention-Deficit Hyperactivity Disorder (ADHD) appear to have a higher risk of language problems compared with typically developing children, although the types of language problems experienced are less clear. This review aims to establish the types of language problems experienced by children with ADHD according to systematically reviewed literature and determine the empirical evidence for language problems in children with ADHD compared with non-ADHD controls. Methods A standardized search protocol was used on databases: CINAHL, Medline, and PsychINFO. We identified studies with the following inclusion criteria: (a) confirmed ADHD status at the time of the study, (b) inclusion of a non-ADHD control group, (c) use of a validated language measure, and (d) age ? 18. t-Tests, Pearson's r, and Hedges g effect sizes (ES) were calculated using summary statistics. Random effects meta-analyses were conducted for the language domain suitable for analysis. Publication bias was investigated using both the trim and fill and p-curve techniques. Results Twenty-one studies were included in the systematic review (ADHD = 1,209; Control = 1,101), within which 60 of 68 separate analyses found significant differences between the ADHD and control group on the language measures (p < .05). Follow-up meta-analyses found evidence for large deficits in the ADHD groups overall (10/11 studies met p < .05; weighted mean ES [WMES]: 1.04); expressive (10/10 met p < .05; WMES: 1.23); receptive (12/14 met p < .05; WMES: 0.97), and pragmatic language (4/4 studies met p < .05; WMES: 0.98) compared with controls. Conclusions This study demonstrates that children with ADHD have poorer performance on measures of overall, expressive, receptive, and pragmatic language compared with controls. A screening of language functioning may be a valuable addition to the assessment of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Journal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.640-654[article] Research Review: Language problems in children with Attention-Deficit Hyperactivity Disorder – a systematic meta-analytic review [Texte imprimé et/ou numérique] / Hannah KORREL, Auteur ; Kathryn L. MUELLER, Auteur ; Tim SILK, Auteur ; Vicki ANDERSON, Auteur ; Emma SCIBERRAS, Auteur . - p.640-654.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.640-654
Mots-clés : Attention-Deficit Hyperactivity Disorder language attention language disorder Index. décimale : PER Périodiques Résumé : Background Children with Attention-Deficit Hyperactivity Disorder (ADHD) appear to have a higher risk of language problems compared with typically developing children, although the types of language problems experienced are less clear. This review aims to establish the types of language problems experienced by children with ADHD according to systematically reviewed literature and determine the empirical evidence for language problems in children with ADHD compared with non-ADHD controls. Methods A standardized search protocol was used on databases: CINAHL, Medline, and PsychINFO. We identified studies with the following inclusion criteria: (a) confirmed ADHD status at the time of the study, (b) inclusion of a non-ADHD control group, (c) use of a validated language measure, and (d) age ? 18. t-Tests, Pearson's r, and Hedges g effect sizes (ES) were calculated using summary statistics. Random effects meta-analyses were conducted for the language domain suitable for analysis. Publication bias was investigated using both the trim and fill and p-curve techniques. Results Twenty-one studies were included in the systematic review (ADHD = 1,209; Control = 1,101), within which 60 of 68 separate analyses found significant differences between the ADHD and control group on the language measures (p < .05). Follow-up meta-analyses found evidence for large deficits in the ADHD groups overall (10/11 studies met p < .05; weighted mean ES [WMES]: 1.04); expressive (10/10 met p < .05; WMES: 1.23); receptive (12/14 met p < .05; WMES: 0.97), and pragmatic language (4/4 studies met p < .05; WMES: 0.98) compared with controls. Conclusions This study demonstrates that children with ADHD have poorer performance on measures of overall, expressive, receptive, and pragmatic language compared with controls. A screening of language functioning may be a valuable addition to the assessment of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 Research Review: Maternal prenatal distress and poor nutrition – mutually influencing risk factors affecting infant neurocognitive development / Catherine MONK in Journal of Child Psychology and Psychiatry, 54-2 (February 2013)
[article]
Titre : Research Review: Maternal prenatal distress and poor nutrition – mutually influencing risk factors affecting infant neurocognitive development Type de document : Texte imprimé et/ou numérique Auteurs : Catherine MONK, Auteur ; Michael K. GEORGIEFF, Auteur ; Erin A. OSTERHOLM, Auteur Année de publication : 2013 Article en page(s) : p.115-130 Langues : Anglais (eng) Mots-clés : Prenatal stress micronutrient neurocognitive development fetal origins Index. décimale : PER Périodiques Résumé : Background: Accumulating data from animal and human studies indicate that the prenatal environment plays a significant role in shaping children's neurocognitive development. Clinical, epidemiologic, and basic science research suggests that two experiences relatively common in pregnancy – an unhealthy maternal diet and psychosocial distress – significantly affect children's future neurodevelopment. These prenatal experiences exert their influence in the context of one another and yet, almost uniformly, are studied independently. Scope and Method of Review: In this review, we suggest that studying neurocognitive development in children in relation to both prenatal exposures is ecologically most relevant, and methodologically most sound. To support this approach, we selectively review two research topics that demonstrate the need for dual exposure studies, including exemplar findings on (a) the associations between pregnant women's inadequate maternal intake of key nutrients – protein, fat, iron, zinc, and choline – as well as distress in relation to overlapping effects on children's neurocognitive development; and (b) cross-talk between the biology of stress and nutrition that can amplify each experience for the mother and fetus,. We also consider obstacles to this kind of study design, such as questions of statistical methods for ‘disentangling' the exposure effects, and aim to provide some answers. Conclusion: Studies that specifically include both exposures in their design can begin to determine the relative and/or synergistic impact of these prenatal experiences on developmental trajectories – and thereby contribute most fully to the understanding of the early origins of health and disease. En ligne : http://dx.doi.org/10.1111/jcpp.12000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188
in Journal of Child Psychology and Psychiatry > 54-2 (February 2013) . - p.115-130[article] Research Review: Maternal prenatal distress and poor nutrition – mutually influencing risk factors affecting infant neurocognitive development [Texte imprimé et/ou numérique] / Catherine MONK, Auteur ; Michael K. GEORGIEFF, Auteur ; Erin A. OSTERHOLM, Auteur . - 2013 . - p.115-130.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-2 (February 2013) . - p.115-130
Mots-clés : Prenatal stress micronutrient neurocognitive development fetal origins Index. décimale : PER Périodiques Résumé : Background: Accumulating data from animal and human studies indicate that the prenatal environment plays a significant role in shaping children's neurocognitive development. Clinical, epidemiologic, and basic science research suggests that two experiences relatively common in pregnancy – an unhealthy maternal diet and psychosocial distress – significantly affect children's future neurodevelopment. These prenatal experiences exert their influence in the context of one another and yet, almost uniformly, are studied independently. Scope and Method of Review: In this review, we suggest that studying neurocognitive development in children in relation to both prenatal exposures is ecologically most relevant, and methodologically most sound. To support this approach, we selectively review two research topics that demonstrate the need for dual exposure studies, including exemplar findings on (a) the associations between pregnant women's inadequate maternal intake of key nutrients – protein, fat, iron, zinc, and choline – as well as distress in relation to overlapping effects on children's neurocognitive development; and (b) cross-talk between the biology of stress and nutrition that can amplify each experience for the mother and fetus,. We also consider obstacles to this kind of study design, such as questions of statistical methods for ‘disentangling' the exposure effects, and aim to provide some answers. Conclusion: Studies that specifically include both exposures in their design can begin to determine the relative and/or synergistic impact of these prenatal experiences on developmental trajectories – and thereby contribute most fully to the understanding of the early origins of health and disease. En ligne : http://dx.doi.org/10.1111/jcpp.12000 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 Research Review: A meta-analysis of relapse rates in cognitive behavioral therapy for anxiety and related disorders in youth / H. C. LEVY in Journal of Child Psychology and Psychiatry, 63-3 (March 2022)
PermalinkResearch review: A meta-analysis of the international prevalence and comorbidity of mental disorders in children between 1 and 7 years / Mira VASILEVA in Journal of Child Psychology and Psychiatry, 62-4 (April 2021)
PermalinkResearch Review: Multi-informant integration in child and adolescent psychopathology diagnosis / Michelle M. MARTEL in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
PermalinkResearch Review: Neural response to threat in children, adolescents, and adults after child maltreatment – a quantitative meta-analysis / Tyler C. HEIN in Journal of Child Psychology and Psychiatry, 58-3 (March 2017)
PermalinkResearch Review: Neuropsychological functioning in young anorexia nervosa: A meta-analysis / Kristin STEDAL in Journal of Child Psychology and Psychiatry, 63-6 (June 2022)
PermalinkResearch Review: Neuropsychological test performance in pediatric obsessive–compulsive disorder – a meta-analysis / Amitai ABRAMOVITCH in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
PermalinkResearch Review: A neuroscience framework for pediatric anxiety disorders / Daniel Samuel PINE in Journal of Child Psychology and Psychiatry, 48-7 (July 2007)
PermalinkResearch Review: A new perspective on attention-deficit/hyperactivity disorder: emotion dysregulation and trait models / Michelle M. MARTEL in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)
PermalinkResearch Review: Outcomes of 24- to 36-month-old children with autism spectrum disorder vary by ascertainment strategy: a systematic review and meta-analysis / M. MICHELETTI in Journal of Child Psychology and Psychiatry, 61-1 (January 2020)
PermalinkResearch Review: Pediatric anxiety disorders - what have we learnt in the last 10 years? / Jeffrey R. STRAWN in Journal of Child Psychology and Psychiatry, 62-2 (February 2021)
Permalink