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Détail de l'auteur
Auteur Hans M. KOOT |
Documents disponibles écrits par cet auteur (38)
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Empathic Responsiveness of Children and Adolescents with High-Functioning Autism Spectrum Disorder / Anke M. SCHEEREN in Autism Research, 6-5 (October 2013)
[article]
Titre : Empathic Responsiveness of Children and Adolescents with High-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anke M. SCHEEREN, Auteur ; Hans M. KOOT, Auteur ; Peter C. MUNDY, Auteur ; Larissa MOUS, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.362-371 Langues : Anglais (eng) Mots-clés : autism spectrum disorder empathy emotional response social interaction Index. décimale : PER Périodiques Résumé : Previous studies have shown reduced empathic responsiveness to others' emotions in preschoolers with autism spectrum disorder (ASD) and an intellectual disability. However, age and intelligence may promote children's empathic responsiveness. Therefore, we examined the empathic responsiveness in normally intelligent school-aged children and adolescents with a clinical diagnosis of ASD (n?=?151) and in a typically developing comparison group (n?=?50), using structured observations and parent reports. Based on the observations, participants' responses to the emotional displays of an interviewer were surprisingly similar. However, compared with parents from the comparison group, parents of a child with ASD reported significantly fewer empathic responses, particularly when the child received a high score on the Autism Diagnostic Observation Schedule. Even though parents report a reduced empathic responsiveness in school-aged children and adolescents with ASD, it may be difficult to find these empathic limitations during brief observations in a structured setting. En ligne : http://dx.doi.org/10.1002/aur.1299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.362-371[article] Empathic Responsiveness of Children and Adolescents with High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anke M. SCHEEREN, Auteur ; Hans M. KOOT, Auteur ; Peter C. MUNDY, Auteur ; Larissa MOUS, Auteur ; Sander BEGEER, Auteur . - p.362-371.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.362-371
Mots-clés : autism spectrum disorder empathy emotional response social interaction Index. décimale : PER Périodiques Résumé : Previous studies have shown reduced empathic responsiveness to others' emotions in preschoolers with autism spectrum disorder (ASD) and an intellectual disability. However, age and intelligence may promote children's empathic responsiveness. Therefore, we examined the empathic responsiveness in normally intelligent school-aged children and adolescents with a clinical diagnosis of ASD (n?=?151) and in a typically developing comparison group (n?=?50), using structured observations and parent reports. Based on the observations, participants' responses to the emotional displays of an interviewer were surprisingly similar. However, compared with parents from the comparison group, parents of a child with ASD reported significantly fewer empathic responses, particularly when the child received a high score on the Autism Diagnostic Observation Schedule. Even though parents report a reduced empathic responsiveness in school-aged children and adolescents with ASD, it may be difficult to find these empathic limitations during brief observations in a structured setting. En ligne : http://dx.doi.org/10.1002/aur.1299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade / Barbara MENTING in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)
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Titre : Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade Type de document : Texte imprimé et/ou numérique Auteurs : Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur Année de publication : 2011 Article en page(s) : p.72-79 Langues : Anglais (eng) Mots-clés : Elementary school children language skills externalizing behavior peer rejection sex differences Index. décimale : PER Périodiques Résumé : Background: Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior.
Methods: Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually.
Results: Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys.
Conclusion: Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79[article] Language skills, peer rejection, and the development of externalizing behavior from kindergarten to fourth grade [Texte imprimé et/ou numérique] / Barbara MENTING, Auteur ; Pol A. C. VAN LIER, Auteur ; Hans M. KOOT, Auteur . - 2011 . - p.72-79.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.72-79
Mots-clés : Elementary school children language skills externalizing behavior peer rejection sex differences Index. décimale : PER Périodiques Résumé : Background: Children with poorer language skills are more likely to show externalizing behavior problems, as well as to become rejected by their peers. Peer rejection has also been found to affect the development of externalizing behavior. This study explored the role of peer rejection in the link between language skills and the development of externalizing behavior.
Methods: Six hundred and fifteen (615) children were followed from kindergarten to grade 4. Receptive language skills were measured with the Peabody Picture Vocabulary Test in grade 2. Teachers reported externalizing behavior and peer reports of social rejection were measured annually.
Results: Children with poorer receptive language skills showed increasing externalizing behavior, while children with better receptive language skills showed decreases in externalizing behavior. Children with poorer receptive language skills experienced peer rejection most frequently. The link between receptive language skills and the development of externalizing behavior was mediated by the development of peer rejection. Findings suggested that this mediational link applied mostly to boys.
Conclusion: Children with poorer language skills are at increased risk of becoming rejected by mainstream peers, which adds to the development of externalizing behavior.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02279.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 Longitudinal Associations Between Clique Membership Status and Internalizing and Externalizing Problems During Late Childhood / Miranda WITVLIET in Journal of Clinical Child & Adolescent Psychology, 39-5 (September-October 2010)
[article]
Titre : Longitudinal Associations Between Clique Membership Status and Internalizing and Externalizing Problems During Late Childhood Type de document : Texte imprimé et/ou numérique Auteurs : Miranda WITVLIET, Auteur ; Pol A. C. VAN LIER, Auteur ; Frank VITARO, Auteur ; Hans M. KOOT, Auteur ; Mara BRENDGEN, Auteur Année de publication : 2010 Article en page(s) : p.693-704 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the longitudinal link between clique membership status and the development of psychopathology in 451 children followed annually from age 9 to 12 years. Classroom clique membership status was identified through social network analysis, and internalizing and externalizing problems were assessed using peer nominations. Controlling for concurrent experiences of social preference and dyadic friendships, a high clique membership probability was found to be related to low levels of internalizing problems and to an increase in externalizing problems across 4 years. This link between clique membership and an increase in externalizing problems was found for boys only. En ligne : http://dx.doi.org/10.1080/15374416.2010.501678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109
in Journal of Clinical Child & Adolescent Psychology > 39-5 (September-October 2010) . - p.693-704[article] Longitudinal Associations Between Clique Membership Status and Internalizing and Externalizing Problems During Late Childhood [Texte imprimé et/ou numérique] / Miranda WITVLIET, Auteur ; Pol A. C. VAN LIER, Auteur ; Frank VITARO, Auteur ; Hans M. KOOT, Auteur ; Mara BRENDGEN, Auteur . - 2010 . - p.693-704.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 39-5 (September-October 2010) . - p.693-704
Index. décimale : PER Périodiques Résumé : This study examined the longitudinal link between clique membership status and the development of psychopathology in 451 children followed annually from age 9 to 12 years. Classroom clique membership status was identified through social network analysis, and internalizing and externalizing problems were assessed using peer nominations. Controlling for concurrent experiences of social preference and dyadic friendships, a high clique membership probability was found to be related to low levels of internalizing problems and to an increase in externalizing problems across 4 years. This link between clique membership and an increase in externalizing problems was found for boys only. En ligne : http://dx.doi.org/10.1080/15374416.2010.501678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109 Measuring Reciprocity in High Functioning Children and Adolescents with Autism Spectrum Disorders / Tineke BACKER VAN OMMEREN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
[article]
Titre : Measuring Reciprocity in High Functioning Children and Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tineke BACKER VAN OMMEREN, Auteur ; Sander BEGEER, Auteur ; Anke M. SCHEEREN, Auteur ; Hans M. KOOT, Auteur Année de publication : 2012 Article en page(s) : p.1001-1010 Langues : Anglais (eng) Mots-clés : Autism Reciprocity Collaboration Social interaction Real life social skills Index. décimale : PER Périodiques Résumé : Few instruments have been developed that measure impairments in reciprocity, a defining feature of autism. We introduce a new test assessing the quality of reciprocal behaviour: the interactive drawing test (IDT). Children and adolescents (n = 49) with and without high functioning autism spectrum disorders (HFASD) were invited to collaborate with an experimenter in making a joint drawing. Within both groups the performance on collaborative reciprocity improved with age. However, compared to the control group, HFASD participants showed less collaborative and more basic reciprocal behaviour and preferred to draw their own objects. They were less tolerant of the experimenter’s input as well. Performance on the IDT was independent of estimated verbal IQ. Reciprocal behaviour in self-initiated objects corresponded with more parental reported autistic traits, while reciprocal behaviour in other-initiated objects corresponded with less autistic traits. The findings of this study suggest that IDT is a promising instrument to assess reciprocity. En ligne : http://dx.doi.org/10.1007/s10803-011-1331-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1001-1010[article] Measuring Reciprocity in High Functioning Children and Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tineke BACKER VAN OMMEREN, Auteur ; Sander BEGEER, Auteur ; Anke M. SCHEEREN, Auteur ; Hans M. KOOT, Auteur . - 2012 . - p.1001-1010.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1001-1010
Mots-clés : Autism Reciprocity Collaboration Social interaction Real life social skills Index. décimale : PER Périodiques Résumé : Few instruments have been developed that measure impairments in reciprocity, a defining feature of autism. We introduce a new test assessing the quality of reciprocal behaviour: the interactive drawing test (IDT). Children and adolescents (n = 49) with and without high functioning autism spectrum disorders (HFASD) were invited to collaborate with an experimenter in making a joint drawing. Within both groups the performance on collaborative reciprocity improved with age. However, compared to the control group, HFASD participants showed less collaborative and more basic reciprocal behaviour and preferred to draw their own objects. They were less tolerant of the experimenter’s input as well. Performance on the IDT was independent of estimated verbal IQ. Reciprocal behaviour in self-initiated objects corresponded with more parental reported autistic traits, while reciprocal behaviour in other-initiated objects corresponded with less autistic traits. The findings of this study suggest that IDT is a promising instrument to assess reciprocity. En ligne : http://dx.doi.org/10.1007/s10803-011-1331-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 Moderating Effects of Parental Characteristics on the Effectiveness of a Theory of Mind Training for Children with Autism: A Randomized Controlled Trial / Danielle M. J. DE VELD in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
[article]
Titre : Moderating Effects of Parental Characteristics on the Effectiveness of a Theory of Mind Training for Children with Autism: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Danielle M. J. DE VELD, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Fleur MULDER, Auteur ; Imke WOLF, Auteur ; Hans M. KOOT, Auteur ; Ramon LINDAUER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1987-1997 Langues : Anglais (eng) Mots-clés : Autism Treatment Randomized controlled trial Theory of mind Moderator Index. décimale : PER Périodiques Résumé : This RCT investigated whether the effect of a Theory of Mind (ToM) intervention for children with ASD was moderated by parental education level and employment, family structure, and parental ASD. Children with autism aged 8–13 years (n?=?136) were randomized over a waitlist control or treatment condition. At posttest, children in the treatment condition had more ToM knowledge, showed fewer autistic features, and more ToM-related behavior than children in the control condition. Children who had one or two parents with at least a college degree, and children with parents not diagnosed with/suspected of having ASD themselves benefitted from the training. These findings provide valuable information about family variables that need to be taken into account in treatment design and implementation. En ligne : https://doi.org/10.1007/s10803-017-3117-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.1987-1997[article] Moderating Effects of Parental Characteristics on the Effectiveness of a Theory of Mind Training for Children with Autism: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / Danielle M. J. DE VELD, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Fleur MULDER, Auteur ; Imke WOLF, Auteur ; Hans M. KOOT, Auteur ; Ramon LINDAUER, Auteur ; Sander BEGEER, Auteur . - p.1987-1997.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.1987-1997
Mots-clés : Autism Treatment Randomized controlled trial Theory of mind Moderator Index. décimale : PER Périodiques Résumé : This RCT investigated whether the effect of a Theory of Mind (ToM) intervention for children with ASD was moderated by parental education level and employment, family structure, and parental ASD. Children with autism aged 8–13 years (n?=?136) were randomized over a waitlist control or treatment condition. At posttest, children in the treatment condition had more ToM knowledge, showed fewer autistic features, and more ToM-related behavior than children in the control condition. Children who had one or two parents with at least a college degree, and children with parents not diagnosed with/suspected of having ASD themselves benefitted from the training. These findings provide valuable information about family variables that need to be taken into account in treatment design and implementation. En ligne : https://doi.org/10.1007/s10803-017-3117-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 Parenting stress and autism: The role of age, autism severity, quality of life and problem behaviour of children and adolescents with autism / Rebecca L. MCSTAY in Autism, 18-5 (July 2014)
PermalinkPathways of Behavior Problems From Childhood to Late Adolescence Leading to Delinquency and Academic Underachievement / Maartje TIMMERMANS in Journal of Clinical Child & Adolescent Psychology, 38-5 (September-October 2009)
PermalinkPhysiological regulation of stress in referred adolescents: the role of the parent–adolescent relationship / Agnes M. WILLEMEN in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)
PermalinkReliability and Validity of the Interactive Drawing Test: A Measure of Reciprocity for Children and Adolescents with Autism Spectrum Disorder / Tineke BACKER VAN OMMEREN in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkRethinking theory of mind in high-functioning autism spectrum disorder / Anke M. SCHEEREN in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)
PermalinkSeen but not heard: School-based professionals’ oversight of autism in children from ethnic minority groups / Delia A. BURKE in Research in Autism Spectrum Disorders, 9 (January 2015)
PermalinkSelf-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder / Anke M. SCHEEREN in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
PermalinkSex differences in the reciprocal behaviour of children with autism / Tineke BACKER VAN OMMEREN in Autism, 21-6 (August 2017)
PermalinkSex Differences in the Timing of Identification Among Children and Adults with Autism Spectrum Disorders / Sander BEGEER in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkSiblings versus parents and friends: longitudinal linkages to adolescent externalizing problems / Ivy N. DEFOE in Journal of Child Psychology and Psychiatry, 54-8 (August 2013)
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