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Auteur Jan BLACHER |
Documents disponibles écrits par cet auteur (32)
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In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers / Jan BLACHER in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; S. R. COHEN, Auteur ; Gazi F. AZAD, Auteur Article en page(s) : p.1648-1656 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Latino families Screening Ethnicity Culture Parent report Diagnosis Index. décimale : PER Périodiques Résumé : Abstract Latino children with autism spectrum disorder (ASD) are under-identified and under-diagnosed. Children suspected of ASD (28 Anglo and 55 Latino) were assessed via the Autism Diagnostic Observation Schedule (ADOS) and the mother Intake Form. A sub-sample of 40 children were assessed with the Autism Disagnostic Interview-Revised (ADI-R). The primary objective was to determine whether Anglo and Latino mothers differed in their symptom reports, and whether their children differed in the professional classifications. Anglo mothers reported significantly more developmental concerns and ASD symptoms than Latino mothers, yet Latino children meeting diagnostic criteria for autism on the ADOS obtained higher ASD severity scores than Anglo children. The authors set forth three possible explanations for such discrepancies between parents and professionals in perceptions and reporting of autism symptoms: (1) Latino mothers are not as aware of the symptoms, and thus do not report them; and (2) Latino mothers are aware of general developmental delay but not as concerned as Anglo mothers until social communication deficits become more apparent. (3) Latino mothers’ parenting practices and cultural beliefs about child-rearing might mask both the ASD symptomatology exhibited by their children and their recognition of it. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1648-1656[article] In the eye of the beholder: Reports of autism symptoms by Anglo and Latino mothers [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; S. R. COHEN, Auteur ; Gazi F. AZAD, Auteur . - p.1648-1656.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1648-1656
Mots-clés : Autism spectrum disorder Latino families Screening Ethnicity Culture Parent report Diagnosis Index. décimale : PER Périodiques Résumé : Abstract Latino children with autism spectrum disorder (ASD) are under-identified and under-diagnosed. Children suspected of ASD (28 Anglo and 55 Latino) were assessed via the Autism Diagnostic Observation Schedule (ADOS) and the mother Intake Form. A sub-sample of 40 children were assessed with the Autism Disagnostic Interview-Revised (ADI-R). The primary objective was to determine whether Anglo and Latino mothers differed in their symptom reports, and whether their children differed in the professional classifications. Anglo mothers reported significantly more developmental concerns and ASD symptoms than Latino mothers, yet Latino children meeting diagnostic criteria for autism on the ADOS obtained higher ASD severity scores than Anglo children. The authors set forth three possible explanations for such discrepancies between parents and professionals in perceptions and reporting of autism symptoms: (1) Latino mothers are not as aware of the symptoms, and thus do not report them; and (2) Latino mothers are aware of general developmental delay but not as concerned as Anglo mothers until social communication deficits become more apparent. (3) Latino mothers’ parenting practices and cultural beliefs about child-rearing might mask both the ASD symptomatology exhibited by their children and their recognition of it. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities / Víctor CHAVIRA in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
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Titre : Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Víctor CHAVIRA, Auteur ; Steven R. LOPEZ, Auteur ; Jan BLACHER, Auteur ; Johanna SHAPIRO, Auteur Année de publication : 2000 Article en page(s) : p.245-252 Langues : Anglais (eng) Mots-clés : Attribution emotion disability Latino parent child Index. décimale : PER Périodiques Résumé : We examined the applicability of attribution theory to mothers’ perceptions and reactions to their child's problem behavior. Participants were 149 Latina mothers of children with developmental disabilities who were interviewed regarding specific incidents in which their child exhibited a behavior problem. The findings indicate that most mothers viewed their child as not being responsible for the behavior problem. Furthermore, as predicted by attribution theory, mothers who ascribed relatively high responsibility to the child were significantly more likely to report negative emotions (anger and frustration) and aggressive/harsh behavioral reactions than mothers who ascribed low responsibility. Also, mothers were more likely to ascribe high responsibility to the child when the problem was characterized as a behavioral excess than as a behavioral deficit. The results provide support for the applicability of an attributional framework and may have important implications for helping parents in addressing the problem behaviors of their children with developmental disabilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.245-252[article] Latina Mothers’ Attributions, Emotions, and Reactions to the Problem Behaviors of their Children with Developmental Disabilities [Texte imprimé et/ou numérique] / Víctor CHAVIRA, Auteur ; Steven R. LOPEZ, Auteur ; Jan BLACHER, Auteur ; Johanna SHAPIRO, Auteur . - 2000 . - p.245-252.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.245-252
Mots-clés : Attribution emotion disability Latino parent child Index. décimale : PER Périodiques Résumé : We examined the applicability of attribution theory to mothers’ perceptions and reactions to their child's problem behavior. Participants were 149 Latina mothers of children with developmental disabilities who were interviewed regarding specific incidents in which their child exhibited a behavior problem. The findings indicate that most mothers viewed their child as not being responsible for the behavior problem. Furthermore, as predicted by attribution theory, mothers who ascribed relatively high responsibility to the child were significantly more likely to report negative emotions (anger and frustration) and aggressive/harsh behavioral reactions than mothers who ascribed low responsibility. Also, mothers were more likely to ascribe high responsibility to the child when the problem was characterized as a behavioral excess than as a behavioral deficit. The results provide support for the applicability of an attributional framework and may have important implications for helping parents in addressing the problem behaviors of their children with developmental disabilities. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD / Abbey S. EISENHOWER in Research in Autism Spectrum Disorders, 9 (January 2015)
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Titre : Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Abbey S. EISENHOWER, Auteur ; Jan BLACHER, Auteur ; Hillary H. BUSH, Auteur Année de publication : 2015 Article en page(s) : p.163-173 Langues : Anglais (eng) Mots-clés : Student–teacher relationships, Externalizing behavior problems Autism ASD Elementary school Index. décimale : PER Périodiques Résumé : Abstract The associations between student–teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4–7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student–teacher conflict from fall to spring of the same school year and predicted increased student–teacher conflict and decreased student–teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student–teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.163-173[article] Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD [Texte imprimé et/ou numérique] / Abbey S. EISENHOWER, Auteur ; Jan BLACHER, Auteur ; Hillary H. BUSH, Auteur . - 2015 . - p.163-173.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.163-173
Mots-clés : Student–teacher relationships, Externalizing behavior problems Autism ASD Elementary school Index. décimale : PER Périodiques Résumé : Abstract The associations between student–teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4–7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student–teacher conflict from fall to spring of the same school year and predicted increased student–teacher conflict and decreased student–teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student–teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Mental Disorders in Five-Year-Old Children With or Without Developmental Delay: Focus on ADHD / Bruce L. BAKER in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010)
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Titre : Mental Disorders in Five-Year-Old Children With or Without Developmental Delay: Focus on ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Bruce L. BAKER, Auteur ; Cameron L. NEECE, Auteur ; Rachel M. FENNING, Auteur ; Keith A. CRNIC, Auteur ; Jan BLACHER, Auteur Année de publication : 2010 Article en page(s) : p.492-505 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Epidemiological studies of children and adolescents with intellectual disability have found 30 to 50% exhibiting clinically significant behavior problems. Few studies, however, have assessed young children, included a cognitively typical comparison group, assessed for specific disorders, and/or studied family correlates of diagnosis. We assessed 236 5-year-old children—95 with developmental delay (DD) and 141 with typical development—for clinical diagnoses using a structured interview. Every disorder assessed was more prevalent in the DD group. The percent of children meeting criteria for Attention Deficit Hyperactivity Disorder (ADHD) most highly differentiated the two groups (ratio = 3.21:1). There was high stability from externalizing behavior problems at age 3 to ADHD diagnoses at age 5 in both groups. In regression analyses, parenting stress at child age 3 related to later ADHD diagnosis in both groups and maternal scaffolding (sensitive teaching) also predicted ADHD in the DD group. En ligne : http://dx.doi.org/10.1080/15374416.2010.486321 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.492-505[article] Mental Disorders in Five-Year-Old Children With or Without Developmental Delay: Focus on ADHD [Texte imprimé et/ou numérique] / Bruce L. BAKER, Auteur ; Cameron L. NEECE, Auteur ; Rachel M. FENNING, Auteur ; Keith A. CRNIC, Auteur ; Jan BLACHER, Auteur . - 2010 . - p.492-505.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 39-4 (July-August 2010) . - p.492-505
Index. décimale : PER Périodiques Résumé : Epidemiological studies of children and adolescents with intellectual disability have found 30 to 50% exhibiting clinically significant behavior problems. Few studies, however, have assessed young children, included a cognitively typical comparison group, assessed for specific disorders, and/or studied family correlates of diagnosis. We assessed 236 5-year-old children—95 with developmental delay (DD) and 141 with typical development—for clinical diagnoses using a structured interview. Every disorder assessed was more prevalent in the DD group. The percent of children meeting criteria for Attention Deficit Hyperactivity Disorder (ADHD) most highly differentiated the two groups (ratio = 3.21:1). There was high stability from externalizing behavior problems at age 3 to ADHD diagnoses at age 5 in both groups. In regression analyses, parenting stress at child age 3 related to later ADHD diagnosis in both groups and maternal scaffolding (sensitive teaching) also predicted ADHD in the DD group. En ligne : http://dx.doi.org/10.1080/15374416.2010.486321 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation / Ainsley LOSH in Research in Autism Spectrum Disorders, 71 (March 2020)
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Titre : Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation Type de document : Texte imprimé et/ou numérique Auteurs : Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur Article en page(s) : p.101511 Langues : Anglais (eng) Mots-clés : Autism ASD Neuroimaging EEG Social stories Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511[article] Neuroimaging research with diverse children with ASD: Impact of a social story on parent understanding and likelihood of participation [Texte imprimé et/ou numérique] / Ainsley LOSH, Auteur ; Laura Alicia ALBA, Auteur ; Jan BLACHER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur . - p.101511.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101511
Mots-clés : Autism ASD Neuroimaging EEG Social stories Informed consent Index. décimale : PER Périodiques Résumé : Background The successful inclusion of youth with autism spectrum disorder (ASD) in neuroimaging research is imperative for advancing our understanding of the neurobiological underpinnings of ASD. In order to generate knowledge that is representative of all affected youth, it is essential to include participants who are culturally and linguistically diverse. However, these families often face barriers to participation in neuroimaging research, including distrust and limited knowledge about research, above and beyond any challenges associated with ASD (e.g., behaviors, sensory hypersensitivities). Method This study included a diverse group of Spanish- and English-speaking parents of children with ASD (N?=?79) to examine the impact of a social story on (a) their understanding of EEG study procedures and (b) their likelihood to enroll in a neuroimaging study. Results Both English- and Spanish-speaking parents who viewed a social story demonstrated better understanding of EEG procedures than parents who read a written explanation, with Spanish-speaking parents also perceiving their understanding to be better in the social story condition. Although parents who viewed a social story were not more likely to participate in neuroimaging research than parents who read a written description, they were less likely to indicate needing more information and more likely to cite their child’s specific behavior problems as the rationale for unlikelihood to participate. Conclusion These results suggest that social stories may be effective tools in the informed consent process for promoting parent understanding of neuroimaging procedures, and useful during recruitment to aid parents in determining whether their child with ASD will be successful in a neuroimaging study. En ligne : https://doi.org/10.1016/j.rasd.2020.101511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Parent and Teacher Reports of Comorbid Anxiety and ADHD Symptoms in Children with ASD / Elizabeth LLANES in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
PermalinkParent-Teacher Disagreement on Ratings of Behavior Problems in Children with ASD: Associations with Parental School Involvement Over Time / S. LEVINSON in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkParenting Behaviors as Predictive of Early Student-Teacher Relationships in ASD / A. LOSH in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
PermalinkPerceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD / Elina VEYTSMAN in Journal of Autism and Developmental Disorders, 53-3 (March 2023)
PermalinkPerceived Social Competence and Loneliness Among Young Children with ASD: Child, Parent and Teacher Reports / Sasha M. ZEEDYK in Journal of Autism and Developmental Disorders, 46-2 (February 2016)
PermalinkPromoting young autistic students' social functioning and engagement in the classroom: Positive response strategies and close student-teacher relationships / Ainsley LOSH in Research in Autism Spectrum Disorders, 107 (September 2023)
PermalinkResponsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder / B. CAPLAN in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkStructural and Pragmatic Language in Children with ASD: Longitudinal Impact on Anxiety and Externalizing Behaviors / N. V. RODAS in Journal of Autism and Developmental Disorders, 47-11 (November 2017)
PermalinkStudent–Teacher Relationships for Young Children with Autism Spectrum Disorder: Risk and Protective Factors / Barbara CAPLAN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
PermalinkSyndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time / Jan BLACHER in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
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