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Détail de l'auteur
Auteur Tim J. CROUDACE |
Documents disponibles écrits par cet auteur (2)
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Reliability Generalization for Childhood Autism Rating Scale / Jonathan BREIDBORD in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
[article]
Titre : Reliability Generalization for Childhood Autism Rating Scale Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan BREIDBORD, Auteur ; Tim J. CROUDACE, Auteur Article en page(s) : p.2855-2865 Langues : Anglais (eng) Mots-clés : Internal consistency Meta-analysis Psychometrics Questionnaires Reliability generalisation Reproducibility of results Score stability Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale (CARS) is a popular behavior-observation instrument that was developed more than 34 years ago and has since been adopted in a wide variety of contexts for assessing the presence and severity of autism symptomatology in both children and adolescents. This investigation of the reliability of CARS scores involves meta-analysis and meta-regression of empirical data from reports of original research that made use of CARS between 1980 and 2012. Findings of good internal consistency (.896, 95 % CI .877–.913) and good interrater reliability (.796, 95 % CI .736–.844) support use of CARS at least in early-phase, exploratory research. Evidence of heterogeneity among literature data indicates that reliability is a property of CARS scores and is not intrinsic to the instrument itself. As the first of its kind pertaining to autism, this investigation provides guidance for reviews of other instruments’ ratings. En ligne : http://dx.doi.org/10.1007/s10803-013-1832-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2855-2865[article] Reliability Generalization for Childhood Autism Rating Scale [Texte imprimé et/ou numérique] / Jonathan BREIDBORD, Auteur ; Tim J. CROUDACE, Auteur . - p.2855-2865.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2855-2865
Mots-clés : Internal consistency Meta-analysis Psychometrics Questionnaires Reliability generalisation Reproducibility of results Score stability Index. décimale : PER Périodiques Résumé : The Childhood Autism Rating Scale (CARS) is a popular behavior-observation instrument that was developed more than 34 years ago and has since been adopted in a wide variety of contexts for assessing the presence and severity of autism symptomatology in both children and adolescents. This investigation of the reliability of CARS scores involves meta-analysis and meta-regression of empirical data from reports of original research that made use of CARS between 1980 and 2012. Findings of good internal consistency (.896, 95 % CI .877–.913) and good interrater reliability (.796, 95 % CI .736–.844) support use of CARS at least in early-phase, exploratory research. Evidence of heterogeneity among literature data indicates that reliability is a property of CARS scores and is not intrinsic to the instrument itself. As the first of its kind pertaining to autism, this investigation provides guidance for reviews of other instruments’ ratings. En ligne : http://dx.doi.org/10.1007/s10803-013-1832-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)
[article]
Titre : The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach Type de document : Texte imprimé et/ou numérique Auteurs : Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur Année de publication : 2010 Article en page(s) : p.1150-1159 Langues : Anglais (eng) Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known.
Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM).
Results: Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects.
Conclusions: The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110
in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159[article] The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach [Texte imprimé et/ou numérique] / Lynne MURRAY, Auteur ; Peter J. COOPER, Auteur ; Richard M. PASCO FEARON, Auteur ; Adriane ARTECHE, Auteur ; Sarah L. HALLIGAN, Auteur ; Tim J. CROUDACE, Auteur . - 2010 . - p.1150-1159.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-10 (October 2010) . - p.1150-1159
Mots-clés : Academic-performance cognitive-development IQ postnatal-depression mother–child-interactions Index. décimale : PER Périodiques Résumé : Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known.
Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM).
Results: Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects.
Conclusions: The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02259.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=110