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Auteur Dorothy V. M. BISHOP |
Documents disponibles écrits par cet auteur (27)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur Article en page(s) : p.1068-1080 Langues : Anglais (eng) Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080[article] Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur . - p.1068-1080.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080
Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Plasticity and specificity of language localization in the developing brain / Dorothy V. M. BISHOP in Developmental Medicine & Child Neurology, 23-2 (April 1981)
[article]
Titre : Plasticity and specificity of language localization in the developing brain Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur Année de publication : 1981 Article en page(s) : p.251-255 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Developmental Medicine & Child Neurology > 23-2 (April 1981) . - p.251-255[article] Plasticity and specificity of language localization in the developing brain [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur . - 1981 . - p.251-255.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 23-2 (April 1981) . - p.251-255
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Plasticity and specificity of language localization in the developing brain / Dorothy V. M. BISHOP in Developmental Medicine & Child Neurology, 23-4 (August 1981)
[article]
Titre : Plasticity and specificity of language localization in the developing brain Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur Année de publication : 1981 Article en page(s) : p.545-546 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523
in Developmental Medicine & Child Neurology > 23-4 (August 1981) . - p.545-546[article] Plasticity and specificity of language localization in the developing brain [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur . - 1981 . - p.545-546.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 23-4 (August 1981) . - p.545-546
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=523 Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)
[article]
Titre : Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Susan E. STOTHARD, Auteur ; Barry CHIPCHASE, Auteur ; Dorothy V. M. BISHOP, Auteur Année de publication : 2006 Article en page(s) : p.759–765 Langues : Anglais (eng) Mots-clés : Speech-language-impairment psychiatric-disorder psychosocial-outcomes SLI adolescence Index. décimale : PER Périodiques Résumé : Background: Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders.
Methods: Seventy-one young people (aged 15–16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls.
Results: Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties.
Conclusions: Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01631.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761
in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.759–765[article] Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Susan E. STOTHARD, Auteur ; Barry CHIPCHASE, Auteur ; Dorothy V. M. BISHOP, Auteur . - 2006 . - p.759–765.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.759–765
Mots-clés : Speech-language-impairment psychiatric-disorder psychosocial-outcomes SLI adolescence Index. décimale : PER Périodiques Résumé : Background: Evidence suggests there is a heightened risk of psychiatric disorder in children with speech-language impairments. However, not all forms of language impairment are strongly associated with psychosocial difficulty, and some psychiatric disorders (e.g., attention deficit/hyperactivity disorder (ADHD)) are more prevalent than others in language-impaired populations. The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders.
Methods: Seventy-one young people (aged 15–16 years) with a preschool history of speech-language impairment were assessed using a psychiatric interview (K-SADS) supplemented by questionnaires probing social encounters and parental reports of behaviour and attention. Their psycho-social adjustment was compared with that of a cross-sectional control group of age-matched controls.
Results: Overall the rate of psychiatric disorder was low in the clinical sample and children whose language delay had resolved by 5.5 years had a good outcome. For those whose language difficulties persisted through the school years, there was a raised incidence of attention and social difficulties. These difficulties were partially independent and associated with different language profiles. The group with attention problems showed a profile of specific expressive language difficulties; the group with social difficulties had receptive and expressive language difficulties; and the group with both attention and social difficulties was of low IQ with global language difficulties.
Conclusions: Amongst children with speech-language delays at 5.5 years, those with more severe and persistent language difficulties and low nonverbal IQ are at higher risk of psychiatric morbidity in adolescence.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01631.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=761 Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)
[article]
Titre : Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur Article en page(s) : p.247-259 Mots-clés : Intervention neuroscience language impairment brain imaging fMRI ERP MEG Index. décimale : PER Périodiques Résumé : Background: Our ability to look at structure and function of a living brain has increased exponentially since the early 1970s. Many studies of developmental disorders now routinely include a brain imaging or electrophysiological component. Amid current enthusiasm for applications of neuroscience to educational interventions, we need to pause to consider what neuroimaging data can tell us. Images of brain activity are seductive, and have been used to give credibility to commercial interventions, yet we have only a limited idea of what the brain bases of language disorders are, let alone how to alter them. Scope and findings: A review of six studies of neuroimaging correlates of language intervention found recurring methodological problems: lack of an adequate control group, inadequate power, incomplete reporting of data, no correction for multiple comparisons, data dredging and failure to analyse treatment effects appropriately. In addition, there is a tendency to regard neuroimaging data as more meaningful than behavioural data, even though it is behaviour that interventions aim to alter. Conclusion: In our current state of knowledge, it would be better to spend research funds doing well-designed trials of behavioural treatment to establish which methods are effective, rather than rushing headlong into functional imaging studies of unproven treatments. En ligne : http://dx.doi.org/10.1111/jcpp.12034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.247-259[article] Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur . - p.247-259.
in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.247-259
Mots-clés : Intervention neuroscience language impairment brain imaging fMRI ERP MEG Index. décimale : PER Périodiques Résumé : Background: Our ability to look at structure and function of a living brain has increased exponentially since the early 1970s. Many studies of developmental disorders now routinely include a brain imaging or electrophysiological component. Amid current enthusiasm for applications of neuroscience to educational interventions, we need to pause to consider what neuroimaging data can tell us. Images of brain activity are seductive, and have been used to give credibility to commercial interventions, yet we have only a limited idea of what the brain bases of language disorders are, let alone how to alter them. Scope and findings: A review of six studies of neuroimaging correlates of language intervention found recurring methodological problems: lack of an adequate control group, inadequate power, incomplete reporting of data, no correction for multiple comparisons, data dredging and failure to analyse treatment effects appropriately. In addition, there is a tendency to regard neuroimaging data as more meaningful than behavioural data, even though it is behaviour that interventions aim to alter. Conclusion: In our current state of knowledge, it would be better to spend research funds doing well-designed trials of behavioural treatment to establish which methods are effective, rather than rushing headlong into functional imaging studies of unproven treatments. En ligne : http://dx.doi.org/10.1111/jcpp.12034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 "Second guessing yourself all the time about what they really mean…": Cognitive differences between autistic and non-autistic adults in understanding implied meaning / Alexander C. WILSON in Autism Research, 14-1 (January 2021)
PermalinkSpecific language impairment as a maturational lag: evidence from longitudinal data on language and motor development / Dorothy V. M. BISHOP in Developmental Medicine & Child Neurology, 29-4 (August 1987)
PermalinkThe broader language phenotype of autism: a comparison with specific language impairment / Andrew J. O. WHITEHOUSE in Journal of Child Psychology and Psychiatry, 48-8 (August 2007)
PermalinkThe effect of cleft lip on cognitive development in school-aged children: a paradigm for examining sensitive period effects / Françoise HENTGES in Journal of Child Psychology and Psychiatry, 52-6 (June 2011)
PermalinkThe effect of cleft lip on socio-emotional functioning in school-aged children / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-1 (January 2010)
PermalinkUsing non-preferred hand skill to investigate pathological left-handedness in an unselected population / Dorothy V. M. BISHOP in Developmental Medicine & Child Neurology, 26-2 (April 1984)
PermalinkVisual Motion Prediction and Verbal False Memory Performance in Autistic Children / F. G. TEWOLDE in Autism Research, 11-3 (March 2018)
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