Documents disponibles écrits par cet auteur

Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach / Asha GOLDWEBER in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011) 

Public ISBD [article]  in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.715-729 Titre : Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach Type de document : texte imprimé Auteurs : Asha GOLDWEBER, Auteur ; Catherine P. BRADSHAW, Auteur ; Kimberly GOODMAN, Auteur ; Kathryn C. MANAHAN, Auteur ; Michele COOLEY-STRICKLAND, Auteur Année de publication : 2011 Article en page(s) : p.715-729 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability versus instability in patterns of SIP over time. Latent transition analysis was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7–13, M = 9.58; 86% African American). Latent transition analysis indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid- to late childhood. En ligne : http://dx.doi.org/10.1080/15374416.2011.597088 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1428 [article] Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach [texte imprimé] / Asha GOLDWEBER, Auteur ; Catherine P. BRADSHAW, Auteur ; Kimberly GOODMAN, Auteur ; Kathryn C. MANAHAN, Auteur ; Michele COOLEY-STRICKLAND, Auteur . - 2011 . - p.715-729. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.715-729 Index. décimale : PER Périodiques Résumé : There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability versus instability in patterns of SIP over time. Latent transition analysis was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7–13, M = 9.58; 86% African American). Latent transition analysis indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid- to late childhood. En ligne : http://dx.doi.org/10.1080/15374416.2011.597088 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1428

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting / Elise T. PAS in Journal of Autism and Developmental Disorders, 46-12 (December 2016) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652 Titre : Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting Type de document : texte imprimé Auteurs : Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.3640-3652 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Coaching  Mixed-reality simulator  Technology  Classroom management  Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2976 [article] Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting [texte imprimé] / Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur . - p.3640-3652. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652 Mots-clés : Autism Spectrum Disorder  Coaching  Mixed-reality simulator  Technology  Classroom management  Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2976

Risk factors for bullying among children with autism spectrum disorders / Benjamin ZABLOTSKY in Autism, 18-4 (May 2014) 

Public ISBD [article]  in Autism > 18-4 (May 2014) . - p.419-427 Titre : Risk factors for bullying among children with autism spectrum disorders Type de document : texte imprimé Auteurs : Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie ANDERSON, Auteur ; Paul LAW, Auteur Article en page(s) : p.419-427 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  bullying  schools  special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2325 [article] Risk factors for bullying among children with autism spectrum disorders [texte imprimé] / Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie ANDERSON, Auteur ; Paul LAW, Auteur . - p.419-427. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.419-427 Mots-clés : autism spectrum disorder  bullying  schools  special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2325

Testing a developmental cascade model of adolescent substance use trajectories and young adult adjustment / Sarah D. LYNNE-LANDSMAN in Development and Psychopathology, 22-4 (November 2010) 

Public ISBD [article]  in Development and Psychopathology > 22-4 (November 2010) . - p.933-948 Titre : Testing a developmental cascade model of adolescent substance use trajectories and young adult adjustment Type de document : texte imprimé Auteurs : Sarah D. LYNNE-LANDSMAN, Auteur ; Nicholas S. LALONGO, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.933-948 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Developmental models highlight the impact of early risk factors on both the onset and growth of substance use, yet few studies have systematically examined the indirect effects of risk factors across several domains, and at multiple developmental time points, on trajectories of substance use and adult adjustment outcomes (e.g., educational attainment, mental health problems, criminal behavior). The current study used data from a community epidemiologically defined sample of 678 urban, primarily African American youth, followed from first grade through young adulthood (age 21) to test a developmental cascade model of substance use and young adult adjustment outcomes. Drawing upon transactional developmental theories and using growth mixture modeling procedures, we found evidence for a developmental progression from behavioral risk to adjustment problems in the peer context, culminating in a high-risk trajectory of alcohol, cigarette, and marijuana use during adolescence. Substance use trajectory membership was associated with adjustment in adulthood. These findings highlight the developmental significance of early individual and interpersonal risk factors on subsequent risk for substance use and, in turn, young adult adjustment outcomes. En ligne : http://dx.doi.org/10.1017/s0954579410000556 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1108 [article] Testing a developmental cascade model of adolescent substance use trajectories and young adult adjustment [texte imprimé] / Sarah D. LYNNE-LANDSMAN, Auteur ; Nicholas S. LALONGO, Auteur ; Catherine P. BRADSHAW, Auteur . - p.933-948. Langues : Anglais (eng) in Development and Psychopathology > 22-4 (November 2010) . - p.933-948 Index. décimale : PER Périodiques Résumé : Developmental models highlight the impact of early risk factors on both the onset and growth of substance use, yet few studies have systematically examined the indirect effects of risk factors across several domains, and at multiple developmental time points, on trajectories of substance use and adult adjustment outcomes (e.g., educational attainment, mental health problems, criminal behavior). The current study used data from a community epidemiologically defined sample of 678 urban, primarily African American youth, followed from first grade through young adulthood (age 21) to test a developmental cascade model of substance use and young adult adjustment outcomes. Drawing upon transactional developmental theories and using growth mixture modeling procedures, we found evidence for a developmental progression from behavioral risk to adjustment problems in the peer context, culminating in a high-risk trajectory of alcohol, cigarette, and marijuana use during adolescence. Substance use trajectory membership was associated with adjustment in adulthood. These findings highlight the developmental significance of early individual and interpersonal risk factors on subsequent risk for substance use and, in turn, young adult adjustment outcomes. En ligne : http://dx.doi.org/10.1017/s0954579410000556 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1108

The Association Between Mental Health, Stress, and Coping Supports in Mothers of Children with Autism Spectrum Disorders / Benjamin ZABLOTSKY in Journal of Autism and Developmental Disorders, 43-6 (June 2013) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1380-1393 Titre : The Association Between Mental Health, Stress, and Coping Supports in Mothers of Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Elizabeth A. STUART, Auteur Article en page(s) : p.1380-1393 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Stress  Parents  Mental health  National survey  Coping supports Index. décimale : PER Périodiques Résumé : Raising a child with an autism spectrum disorder (ASD) can be a stressful experience for parents. When left unmanaged, high stress levels can lead to the development of depressive symptomatology, highlighting the importance of coping supports. The current paper examined the stress level and psychological wellbeing of mothers with a child with ASD in a national survey. After adjusting for child, mother and family level characteristics, it was determined that mothers of children with ASDs were at greater risk for poor mental health and high stress levels compared to mothers of children without ASDs. The presence of maternal coping strategies, in the form of emotional and neighborhood social supports, as well as strong coping skills, reduced these risks between models. En ligne : http://dx.doi.org/10.1007/s10803-012-1693-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2011 [article] The Association Between Mental Health, Stress, and Coping Supports in Mothers of Children with Autism Spectrum Disorders [texte imprimé] / Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Elizabeth A. STUART, Auteur . - p.1380-1393. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1380-1393 Mots-clés : Autism spectrum disorder  Stress  Parents  Mental health  National survey  Coping supports Index. décimale : PER Périodiques Résumé : Raising a child with an autism spectrum disorder (ASD) can be a stressful experience for parents. When left unmanaged, high stress levels can lead to the development of depressive symptomatology, highlighting the importance of coping supports. The current paper examined the stress level and psychological wellbeing of mothers with a child with ASD in a national survey. After adjusting for child, mother and family level characteristics, it was determined that mothers of children with ASDs were at greater risk for poor mental health and high stress levels compared to mothers of children without ASDs. The presence of maternal coping strategies, in the form of emotional and neighborhood social supports, as well as strong coping skills, reduced these risks between models. En ligne : http://dx.doi.org/10.1007/s10803-012-1693-7 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2011