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Détail de l'auteur
Auteur Catherine MCMAHON
Documents disponibles écrits par cet auteur



Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings / Sijal ANSARI in Research in Autism Spectrum Disorders, 71 (March 2020)
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[article]
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101491
Titre : Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings Type de document : texte imprimé Auteurs : Sijal ANSARI, Auteur ; Catherine MCMAHON, Auteur ; Annie BERNIER, Auteur Article en page(s) : p.101491 Langues : Anglais (eng) Mots-clés : Parental mind-mindedness Autism Spectrum Disorder Mentalizing Index. décimale : PER Périodiques Résumé : Background While there is growing evidence demonstrating benefits of parent mentalization for child social and emotional development, few studies have examined parent mentalizing in clinical populations. This paper examines mind-mindedness (a parent’s tendency to represent their child in terms of mental states) in a sample of parents with a child with Autism Spectrum Disorder (ASD). We compared parent mind-mindedness about their child with ASD and a sibling in a similar age-range. We expected parents to use fewer and more negative mind-related descriptors of their child with ASD compared with the sibling. Method Fifty-four parents of children (aged 5–12 years) with ASD completed a survey asking them to “Describe your child” for the child with ASD and a sibling without ASD, with order of presentation randomized. Severity of ASD diagnosis was assessed using DSM-V criteria. Descriptions were coded for reference to child mental states and proportional scores calculated to control for verbosity. Results Parents used significantly fewer mind-related descriptors for their child with ASD compared with the sibling. Differences were moderated by ASD severity, with the largest differences apparent for parents whose child had severe ASD symptoms. Expected differences in negative descriptors were not found, but parents used significantly fewer positive and more neutral (often symptom-related) mind-related descriptors for their child with ASD. Conclusions These findings suggest that parent mentalization may be challenged in relation to children with ASD. Directions for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101491 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4168 [article] Parental mind-mindedness: Comparing parents’ representations of their children with Autism Spectrum Disorder and siblings [texte imprimé] / Sijal ANSARI, Auteur ; Catherine MCMAHON, Auteur ; Annie BERNIER, Auteur . - p.101491.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101491
Mots-clés : Parental mind-mindedness Autism Spectrum Disorder Mentalizing Index. décimale : PER Périodiques Résumé : Background While there is growing evidence demonstrating benefits of parent mentalization for child social and emotional development, few studies have examined parent mentalizing in clinical populations. This paper examines mind-mindedness (a parent’s tendency to represent their child in terms of mental states) in a sample of parents with a child with Autism Spectrum Disorder (ASD). We compared parent mind-mindedness about their child with ASD and a sibling in a similar age-range. We expected parents to use fewer and more negative mind-related descriptors of their child with ASD compared with the sibling. Method Fifty-four parents of children (aged 5–12 years) with ASD completed a survey asking them to “Describe your child” for the child with ASD and a sibling without ASD, with order of presentation randomized. Severity of ASD diagnosis was assessed using DSM-V criteria. Descriptions were coded for reference to child mental states and proportional scores calculated to control for verbosity. Results Parents used significantly fewer mind-related descriptors for their child with ASD compared with the sibling. Differences were moderated by ASD severity, with the largest differences apparent for parents whose child had severe ASD symptoms. Expected differences in negative descriptors were not found, but parents used significantly fewer positive and more neutral (often symptom-related) mind-related descriptors for their child with ASD. Conclusions These findings suggest that parent mentalization may be challenged in relation to children with ASD. Directions for future research and clinical implications are discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101491 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4168 A systematic review of emotion regulation in children with Autism Spectrum Disorder / Sara CIBRALIC in Research in Autism Spectrum Disorders, 68 (December 2019)
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[article]
in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101422
Titre : A systematic review of emotion regulation in children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine MCMAHON, Auteur ; Valsamma EAPEN, Auteur Article en page(s) : p.101422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Developmental disability Emotion regulation Co-regulation Extrinsic regulation Intrinsic regulation Toddlers Preschoolers Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4080 [article] A systematic review of emotion regulation in children with Autism Spectrum Disorder [texte imprimé] / Sara CIBRALIC, Auteur ; Jane KOHLHOFF, Auteur ; Nancy WALLACE, Auteur ; Catherine MCMAHON, Auteur ; Valsamma EAPEN, Auteur . - p.101422.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 68 (December 2019) . - p.101422
Mots-clés : Autism Spectrum Disorder Developmental disability Emotion regulation Co-regulation Extrinsic regulation Intrinsic regulation Toddlers Preschoolers Children Index. décimale : PER Périodiques Résumé : Background Autism Spectrum Disorder (ASD) has significant negative impacts on a child’s development as well as their family’s social, emotional, and economic wellbeing. In an effort to better understand the aeitology of ASD and therefore provide interventions for children on the autism spectrum, various factors have been taken into consideration, one of which is emotion regulation (ER) ability. This paper sought to synthesize the current research on ER in children, specifically young children (aged 12–72 months), with ASD to better understand the association between ASD and ER in young children. Method Research databases and reference lists of relevant papers were searched systematically for articles on ASD and ER in young children. Fifteen articles were identified that reported on ER in children with ASD and had participants that fell within the 12–72 month age range. These articles were systematically reviewed. Results Children with ASD were found to have a different repertoire of ER strategies and rely more on others to regulate their emotions than their typically developing peers; ASD symptom severity and executive functioning ability were associated with ER abilities; and treatments incorporating both parents and children were found to improve ER abilities in children. Conclusions Research on ER in young children with ASD is in its infancy with many of the studies reviewed being preliminary in nature. Furthermore, the majority of studies include participants that encompass a broad age range, making it difficult to distinguish the nature and occurrence of ER in toddlers and preschoolers with ASD from ER in older children and adolescence with ASD. Nonetheless, the review provides some insight into the nature of ER in young children with ASD and highlights important directions for future research. En ligne : https://doi.org/10.1016/j.rasd.2019.101422 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4080
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