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Détail de l'auteur
Auteur Christen N. MANANGAN |
Documents disponibles écrits par cet auteur (2)
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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 The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders / Erin L. HAVEN in Autism, 18-3 (April 2014)
[article]
Titre : The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur Article en page(s) : p.292-300 Langues : Anglais (eng) Mots-clés : autism spectrum disorders parent–child interactions social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Autism > 18-3 (April 2014) . - p.292-300[article] The relation of parent–child interaction qualities to social skills in children with and without autism spectrum disorders [Texte imprimé et/ou numérique] / Erin L. HAVEN, Auteur ; Christen N. MANANGAN, Auteur ; Joanne K. SPARROW, Auteur ; Beverly J. WILSON, Auteur . - p.292-300.
Langues : Anglais (eng)
in Autism > 18-3 (April 2014) . - p.292-300
Mots-clés : autism spectrum disorders parent–child interactions social skills Index. décimale : PER Périodiques Résumé : This study examined associations between parent–child interactions and the development of social skills in 42 children (21 typically developing and 21 with autism spectrum disorders) between the ages of 3 years, 0 months and 6 years, 11 months. We expected that positive parent–child interaction qualities would be related to children’s social skills and would mediate the negative relation between children’s developmental status (typical development vs autism spectrum disorders) and social skills. Videotapes of parents and children during a 5-min wordless book task were coded for parent positive affect and emotional support as well as parent–child cohesiveness. Emotional support and cohesiveness were significantly related to children’s social skills, such that higher emotional support and cohesiveness were associated with higher social skills, R 2 = .29, p = .02, and R 2 = .38, p = .002, respectively. Additionally, cohesiveness mediated the relation between children’s developmental status and social skills. These findings suggest that parent emotional support and cohesiveness between parents and children positively influence children’s social skills. Parent positive affect was unrelated to social skills. Implications of these findings for social skills interventions are discussed, particularly for young children with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361312470036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229