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'auteur
Auteur Hayley DAUTERMAN |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children / Beverly J. WILSON in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
[article]
Titre : ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children Type de document : Texte imprimé et/ou numérique Auteurs : Beverly J. WILSON, Auteur ; Christen N. MANANGAN, Auteur ; Hayley DAUTERMAN, Auteur ; Heather N. DAVIS, Auteur Article en page(s) : p.1347-1356 Langues : Anglais (eng) Mots-clés : ASD Autism ADHD Internalizing problems Depression Somatization Index. décimale : PER Périodiques Résumé : The current study sought to understand the relation between diagnostic status (autism spectrum disorders [ASD] versus typically developing) and internalizing problems in children with and without co-occurring attention deficit hyperactivity disorder (ADHD) symptoms. Participants were 88 children, ages 3:0–6:11, their parents and teachers. Findings indicated that ADHD symptoms moderated the relation between diagnostic status and depressive and somatic symptoms. High ADHD symptoms in children with ASD were associated with increased depressive and somatic symptoms compared to children with typical development. Findings suggest poor prognostic outcomes for children with ASD and co-occurring ADHD symptoms and highlight the need for early identification and targeted intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1995-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1347-1356[article] ADHD Symptoms Moderate the Relation Between ASD Status and Internalizing Symptoms in 3–6-Year-Old Children [Texte imprimé et/ou numérique] / Beverly J. WILSON, Auteur ; Christen N. MANANGAN, Auteur ; Hayley DAUTERMAN, Auteur ; Heather N. DAVIS, Auteur . - p.1347-1356.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1347-1356
Mots-clés : ASD Autism ADHD Internalizing problems Depression Somatization Index. décimale : PER Périodiques Résumé : The current study sought to understand the relation between diagnostic status (autism spectrum disorders [ASD] versus typically developing) and internalizing problems in children with and without co-occurring attention deficit hyperactivity disorder (ADHD) symptoms. Participants were 88 children, ages 3:0–6:11, their parents and teachers. Findings indicated that ADHD symptoms moderated the relation between diagnostic status and depressive and somatic symptoms. High ADHD symptoms in children with ASD were associated with increased depressive and somatic symptoms compared to children with typical development. Findings suggest poor prognostic outcomes for children with ASD and co-occurring ADHD symptoms and highlight the need for early identification and targeted intervention. En ligne : http://dx.doi.org/10.1007/s10803-013-1995-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 An Early Social Engagement Intervention for Young Children with Autism and their Parents / Ty W. VERNON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
[article]
Titre : An Early Social Engagement Intervention for Young Children with Autism and their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur Année de publication : 2012 Article en page(s) : p.2702-2717 Langues : Anglais (eng) Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717[article] An Early Social Engagement Intervention for Young Children with Autism and their Parents [Texte imprimé et/ou numérique] / Ty W. VERNON, Auteur ; Robert L. KOEGEL, Auteur ; Hayley DAUTERMAN, Auteur ; Kathryn STOLEN, Auteur . - 2012 . - p.2702-2717.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2702-2717
Mots-clés : Social engagement Social intervention Autism spectrum disorders Parent education Pivotal response treatment Index. décimale : PER Périodiques Résumé : The social vulnerabilities associated with young children with autism are recognized as important intervention targets due to their influence on subsequent development. Current research suggests that interventions that combine motivational and social components can create meaningful changes in social functioning. Simultaneously, it is hypothesized that parent delivery of such strategies can invoke increases in these core social behaviors and parent engagement. This study examined the effects of teaching parents to implement a social engagement intervention with their children. The results indicated that the use of this parent-delivered social intervention led to (a) increases in their children's use of eye contact, directed positive affect, and verbal initiations, (b) increases in parent positive affect and synchronous engagement, and (c) generalized increases in parent and child behaviors. En ligne : http://dx.doi.org/10.1007/s10803-012-1535-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184