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Auteur Angela T. MORGAN |
Documents disponibles écrits par cet auteur (5)
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Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD / Pauline FRIZELLE in Journal of Child Psychology and Psychiatry, 64-3 (March 2023)
[article]
Titre : Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD Type de document : Texte imprimé et/ou numérique Auteurs : Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur Article en page(s) : p.474-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493
in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479[article] Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) - a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD [Texte imprimé et/ou numérique] / Pauline FRIZELLE, Auteur ; Cristina MCKEAN, Auteur ; Patricia EADIE, Auteur ; Susan EBBELS, Auteur ; Silke FRICKE, Auteur ; Laura M. JUSTICE, Auteur ; Sari KUNNARI, Auteur ; Suze LEITAO, Auteur ; Angela T. MORGAN, Auteur ; Natalie MUNRO, Auteur ; Carol-Anne MURPHY, Auteur ; Holly L. STORKEL, Auteur ; Amanda Owen VAN HORNE, Auteur . - p.474-479.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-3 (March 2023) . - p.474-479
Index. décimale : PER Périodiques Résumé : Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons. En ligne : https://doi.org/10.1111/jcpp.13694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-2 (February 2017)
[article]
Titre : Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.344-356 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p?0.001)). Loss was most common for all groups in the domain of ?emotion and eye gaze? but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p=0.03), typical development (14%, p=0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p=0.01), sounds (p=0.009) and understanding (p=0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism > 21-2 (February 2017) . - p.344-356[article] Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur . - p.344-356.
Langues : Anglais (eng)
in Autism > 21-2 (February 2017) . - p.344-356
Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p?0.001)). Loss was most common for all groups in the domain of ?emotion and eye gaze? but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p=0.03), typical development (14%, p=0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p=0.01), sounds (p=0.009) and understanding (p=0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder / Amanda BRIGNELL in Autism, 21-3 (April 2017)
[article]
Titre : Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur Article en page(s) : p.344-356 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/ psychology Child, Preschool Female Humans Infant Language Development Male Parents/ psychology Vocabulary autism spectrum disorder communication language regression skill loss trajectory Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p?0.001)). Loss was most common for all groups in the domain of 'emotion and eye gaze' but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p=0.03), typical development (14%, p=0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p=0.01), sounds (p=0.009) and understanding (p=0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Autism > 21-3 (April 2017) . - p.344-356[article] Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Katrina WILLIAMS, Auteur ; Margot PRIOR, Auteur ; Susan DONATH, Auteur ; Sheena REILLY, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Angela T. MORGAN, Auteur . - p.344-356.
Langues : Anglais (eng)
in Autism > 21-3 (April 2017) . - p.344-356
Mots-clés : Autism Spectrum Disorder/ psychology Child, Preschool Female Humans Infant Language Development Male Parents/ psychology Vocabulary autism spectrum disorder communication language regression skill loss trajectory Index. décimale : PER Périodiques Résumé : We compared loss and gain in communication from 1 to 2?years in children later diagnosed with autism spectrum disorder (n=41), language impairment (n=110) and in children with typical language development at 7?years (n=831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p=0.0003), typical development (16%, p?0.001)). Loss was most common for all groups in the domain of 'emotion and eye gaze' but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p=0.03), typical development (14%, p=0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p=0.01), sounds (p=0.009) and understanding (p=0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316644729 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder / Amanda BRIGNELL in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Using machine-learning methods to identify early-life predictors of 11-year language outcome / Loretta GASPARINI in Journal of Child Psychology and Psychiatry, 64-8 (August 2023)
[article]
Titre : Using machine-learning methods to identify early-life predictors of 11-year language outcome Type de document : Texte imprimé et/ou numérique Auteurs : Loretta GASPARINI, Auteur ; Daisy A. SHEPHERD, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur ; Melissa WAKE, Auteur Article en page(s) : p.1242-1252 Langues : Anglais (eng) Mots-clés : Language development language disorders sensitivity and specificity longitudinal studies machine learning Index. décimale : PER Périodiques Résumé : Background Language is foundational for neurodevelopment and quality of life, but an estimated 10% of children have a language disorder at age 5. Many children shift between classifications of typical and low language if assessed at multiple times in the early years, making it difficult to identify which children will have persisting difficulties and benefit most from support. This study aims to identify a parsimonious set of preschool indicators that predict language outcomes in late childhood, using data from the population-based Early Language in Victoria Study (n = 839). Methods Parents completed surveys about their children at ages 8, 12, 24, and 36 months. At 11 years, children were assessed using the Clinical Evaluation of Language Fundamentals 4th Edition (CELF-4). We used random forests to identify which of the 1990 parent-reported questions best predict children's 11-year language outcome (CELF-4 score ?81 representing low language) and used SuperLearner to estimate the accuracy of the constrained sets of questions. Results At 24 months, seven predictors relating to vocabulary, symbolic play, pragmatics and behavior yielded 73% sensitivity (95% CI: 57, 85) and 77% specificity (95% CI: 74, 80) for predicting low language at 11 years. [Corrections made on 5 May 2023, after first online publication: In the preceding sentence motor skills has been corrected to behavior in this version.] At 36 months, 7 predictors relating to morphosyntax, vocabulary, parent child interactions, and parental stress yielded 75% sensitivity (95% CI: 58, 88) and 85% specificity (95% CI: 81, 87). Measures at 8 and 12 months yielded unsatisfactory accuracy. Conclusions We identified two short sets of questions that predict language outcomes at age 11 with fair accuracy. Future research should seek to replicate results in a separate cohort. En ligne : https://doi.org/10.1111/jcpp.13733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508
in Journal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1242-1252[article] Using machine-learning methods to identify early-life predictors of 11-year language outcome [Texte imprimé et/ou numérique] / Loretta GASPARINI, Auteur ; Daisy A. SHEPHERD, Auteur ; Edith L. BAVIN, Auteur ; Patricia EADIE, Auteur ; Sheena REILLY, Auteur ; Angela T. MORGAN, Auteur ; Melissa WAKE, Auteur . - p.1242-1252.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 64-8 (August 2023) . - p.1242-1252
Mots-clés : Language development language disorders sensitivity and specificity longitudinal studies machine learning Index. décimale : PER Périodiques Résumé : Background Language is foundational for neurodevelopment and quality of life, but an estimated 10% of children have a language disorder at age 5. Many children shift between classifications of typical and low language if assessed at multiple times in the early years, making it difficult to identify which children will have persisting difficulties and benefit most from support. This study aims to identify a parsimonious set of preschool indicators that predict language outcomes in late childhood, using data from the population-based Early Language in Victoria Study (n = 839). Methods Parents completed surveys about their children at ages 8, 12, 24, and 36 months. At 11 years, children were assessed using the Clinical Evaluation of Language Fundamentals 4th Edition (CELF-4). We used random forests to identify which of the 1990 parent-reported questions best predict children's 11-year language outcome (CELF-4 score ?81 representing low language) and used SuperLearner to estimate the accuracy of the constrained sets of questions. Results At 24 months, seven predictors relating to vocabulary, symbolic play, pragmatics and behavior yielded 73% sensitivity (95% CI: 57, 85) and 77% specificity (95% CI: 74, 80) for predicting low language at 11 years. [Corrections made on 5 May 2023, after first online publication: In the preceding sentence motor skills has been corrected to behavior in this version.] At 36 months, 7 predictors relating to morphosyntax, vocabulary, parent child interactions, and parental stress yielded 75% sensitivity (95% CI: 58, 88) and 85% specificity (95% CI: 81, 87). Measures at 8 and 12 months yielded unsatisfactory accuracy. Conclusions We identified two short sets of questions that predict language outcomes at age 11 with fair accuracy. Future research should seek to replicate results in a separate cohort. En ligne : https://doi.org/10.1111/jcpp.13733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508